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Focus Project
Amie Pizura
DIFF 515
Dr. Lawrence-Brown
November 19th, 2014

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Abstract
With the law No Child Left Behind enacted in 2001, there has been a drastic
increase in the amount of funding schools have receive based on students who are not
meeting their grade level requirements. We have also seen many services created for
students who need the extra assistance, as well an increase in funding for students who
have disabilities. With all this focus on students who are performing below grade level,
students who have disabilities and using every means possible (assistive technology
devices, extra curriculum classes, aids); what happens our students who could potentially
become our next generations doctors, lawyers, congressmen, or even president?
According to the Department of Education, these students are classified as gifted or
talented and the ones who are being left behind.

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Focus Project
Introduction:
Since in the 1890s there has been some form of technology used within the classrooms,
back in the 1890s their form of technology was chalkboards and that very chalkboard
allowed educators to share information with their whole class. Over the last century
educators have watch technology evolve from projectors, to scantrons, and to using many
different forms of apps to communicate with their students. According to IDEA
(Individuals with Disabilities Education Act) the term assistive technology device
means any item, piece of equipment, or product system, whether acquired commercially
off the shelf, modified, or customized, that is used to increase, maintain, or improve
functional capabilities of a child with a disability (French, p. 19). Typically when an
educator hears the words assistive technology our brains automatically begin to think
students with a disability, which is true a device is assisting a student/individual who has
a disability. When a gifted/talented student needs a device to enrich their learning it is
referred to as a technology device.
Purpose: Deciding what technology devices would be appropriate for gifted students and
how the device will be the most appropriate in enriching their curriculum.
Rationale: Both questions are important because not many educators know how to find
a device that will enrich a gifted/talented students learning or ways to make curriculum
more challenging without giving these student more work. Every student inside a
classroom needs to feel like they are successful and it is our job as educators to help them
do that even if technology is aiding them.

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Stance: The stance of this research project is, every child no matter what their academic
strengths and weaknesses are should feel like their needs are being met. Those needs can
range from different services, assistive technology devices, to personally meeting with
the child one on one to see how their day is doing. Gifted and talented students need
more than just asking how their day is going, they need to feel like they are being
challenged in many ways.
Procedures/Methodology: To answer the purpose question peer reviewed journal
articles, other articles that are peer reviewed and interviews will be used in this research.
Using these three methodologies and procedure methods will contain more accurate as
well as detailed information needed to support the purpose question.
Peer-reviewed Literature Search:
The peer-reviewed literature that will be used in this research paper will be coming from
Ebso-host. While conducting this search the key words that were used characteristics of
gifted and talented students, technology devices and gifted and talented students
curriculum.
Atterbury, B. W, (1990). Speaking the "Gifted and Talented" Language: The Key to
Program Success. Music Educators Journal. Vol. 76 (No. 7), pp.46-49

Even though this is an article about enrichment of curriculum through music, the
main message of how to enrich the curriculum still applies to everyday classroom
curriculum. This article also discusses how to differentiate curriculum to fit every
students needs.
Beckley, D. (1998). Gifted and Learning Disabled: Twice Exceptional Students. [ONLINE]
Available at: http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html. [Last
Accessed November 18th, 2014].

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The University of Connecticut is the home of the gifted and talented conference
that is held every year. This article discusses twice exceptional students and their
needs, characteristics, how to identify them, and their curricular needs.
Benbow, C. P., Arjmand, O., and Walberg, H. J., (1991). Educational Productivity
Predictors among Mathematically Talented Students. The Journal of Educational Research.
Vol. 84 (No 4), pp.215-223

This article focuses on how the American students are performing in math and
science, which most of our gifted and talented students succeed in. Throughout
this article we look at ways teachers can help improve students using different
methods. I will take this article and use it to help my student who is gifted gain
more math knowledge so that he will not be a statistic.
Boone, R., and Higgins, K., (2007). The Role of Instructional Design in Assistive Technology
Research and Development. Reading Research Quarterly. Vol. 42 (No. 1), pp.135-140

Boone says the focus of AT often has centered on the artifacts of various
technologies such as audiobooks, Braille books, computers accessibility switches,
augmentative communication appliances, and dynamic Braille display devices
(p. 135). Throughout the article we will look at challenging textbooks, designing
digital materials and lessons from educational software evaluations.
Carolyn, K. (2014). Hoagies' Gifted Education Page. [ONLINE] Available at:
http://www.hoagiesgifted.org. [Last Accessed e.g. 31 August 11].

This website is for parents, educators, counselors, administrators and other

professionals, gifted students that gives them articles, resources, lings to help and
support the gifted and talented students in any way possible.

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Metzner, J., and Beiner, W. B., (1961). Provisions for the Academically Talented Student in
Science and Mathematics. Review of Educational Research. Vol. 31 (No. 3), pp.323-330

Many of the students that are classified as gifted and talented are students who are
strong in math and science. Within the article it breaks down how to fulfill the
special needs of students who are gifted and talented in the math and science
content areas. By having this article it feels that educators will be able to collect
content information on how to differentiate instruction along with making it
enriched the curriculum through assistive technology devices.
Moursund, D. (2005). Computers in Education for Talented and Gifted Students: A Book for
Elementary and Middle School Teachers and Their Students. [ONLINE] Available at:
http://darkwing.uoregon.edu/~moursund/DigitalAge2/TAG-Book-V1.pdf. [Last Accessed
31, October, 2014].

Looking through this article I can see this being a strong article because we are at
talented and gifted students, the parents of talented and gifted students as well as
teachers, policy makers, etc. By looking at all of the different aspects and people
who are involved in a gifted students life I feel like I will be able to come up with
more appropriate assistive technology devices to fit my gifted student.
Mulrine, C., F., (2007). Creating a Virtual Learning Environment for Gifted and Talented
Learners. Gifted Child Today. 30 (No. 2), pp.4

This article discusses how an educator can begin to meet a student needs that are
gifted/talented in their classroom even after (or if there is no program) the gifted
and talented pull-out program was cut. It is important as an educator to learn how
to enrich curriculum for these students instead of just placing more busy work in
front of these gifted minds.

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N.A (2014). Database. [ONLINE] Available at: http://www.davidsongifted.org/default.aspx.
[Last Accessed 18, November 2014].

This website was created from a book called Genius Denied written by Jan and
Bob Davidson, who established a school in Nevada. This school was created for
serving profoundly gifted students. There are scholarships that students can apply
for to attend this school. Davidson Academy one of the 2014 top public schools
in America, it is also ranted #8 on the 25 best high schools in the west list. Using
this website educators will be able to see if your state has funding for gifted
education and you can see exactly what legislation and polices there are for
schools about gifted students.
Reis, S. M., and Ruban, L. (2005). Services and Programs for Academically Talented
Students with Learning Disabilities. Theory into Practice. 44 (No. 2), pp.148-159

This article targets students who are gifted and talented who also have a disability
that is common. We often think that students who are gifted/talented and who
have a learning disability are unable to achieve at levels that commensurate with
their potential. As teachers we must keep in mind that students who are
gifted/talented and have a learning disability must have an unique set of
educational programs and services that will help them be successful.
Shore, B., M & Kaizer, C., (1989). The Training of Teachers for Gifted Pupils. Canadian
Journal of Education. 14 (No. 1), pp.74-87

One question that is asked and is the main focus of this article is does training
teachers improve the education of the gifted? Looking at this question more
closely many educators do not know that much about gifted education and how to
improve the learning of gifted students. With teachers who do not have special

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training believe that the gifted will reveal themselves through academic grades,
that they need all existing content plus more, and that teaches should add to
existing curriculum requirements rather than delete anything.
Special Needs Technology Assessment Resource Support Team (START (1996). Meeting the
Needs of Exceptionally Able Students. [ONLINE] Available at:
http://www.nsnet.org/start/exception.pdf. [Last Accessed 31, October, 2014].

In this article we will be looking at the needs for gifted and talented students.
Their needs do vary drastically from students with disabilities and their usage of
an assistive device. Students who are gifted and talented demonstrate
achievement or potential ability in general intellectual functioning, specific
academic aptitude, creative thinking, leadership, visual and performing arts and
psychomotor skills (Assistive Technology START, p. 30). Within this article we
look at multiple options of assistive technology devices for students who are
gifted and talented.
Tomlinson, C., A., (2005). Quality Curriculum and Instruction for Highly Able Students.
Theory into Practice. 44 (No. 2), pp.160-166

Curriculum and instruction for gifted learners should be a response to their

learning capacities. This quote is extremely important for any learner inside a
classroom. It is up to the teacher to bring out each students learning capacity and
make them succeed. With gifted learners there all unique. Good curriculum and
instruction for gifted learners begin with good curriculum and instruction-that is,
curriculum and instruction that is meaning-making, rich, and high level.
Van Tassel-Baska, J. & Stambaugh, T., (2005). Challenges and Possibilities for Serving
Gifted Learners in the Regular Classroom. Theory into Practice. 44 (No. 3), pp.211-217

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Within this article it begins to address some major obstacles that impede the
educators in differentiating for gifted learners in the regular classroom. Education
is never going to be the same it is changing all the time. As educators we know
that there are many different levels of students that will walk in and out of our
classrooms daily and yearly. With the increasing diversity of the student
population, coupled with new accountability system, exacerbates the many
barriers for providing appropriate instruction, especially for gifted students.
Other Sources: A verbal interview with a gifted and talented student and his parents will
be incorporated in this research paper. With this interview it will allows the reader to
look at what a gifted student sees and wishes could be changed about his education. This
interview will also include asking his parents questions about what would make his
education would be enriched and ways that he can get more out of it instead of being
frustrated with peers and teachers.
Interview Questions:
a. Do you like school?
Yes. I LOVE it. I like Math the best. I like school because it is fun and you get to learn
new things.
b. Do you feel like you are missing out on information in school?
Nobut maybe more big addition and subtraction.
c. What do you think would help you gain more information about a subject
you are learning about in school?
Maybe using the Internet to practice more and learn.
d. What do you like to do outside of school?

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I like to play video games, read, and do mathematical equations.
e. What are your sons strengths and weaknesses in school and out of
school?
My son is strong at creative writing, math, science, and memorization. Until now school
has come easily for him. Luckily, he LOVES to learn and doesnt see learning something
he already knows as wasted time but instead as exciting. I can remember him getting up
in the middle of the night in Kindergarten to read an adult encyclopedia and yet being
excited to go to school to learn the letter B. He struggles more with school activities
that require him to think outside the box and do activities where each step is not
outlined. Outside of school, he struggles with daily activities such as tying his shoes or
riding a bike. However, he can easily write entire video game guidebooks and create
mathematical equation worksheets for us to do.
f. Do you think that teachers could be doing more to help your son succeed
in class? Do you feel like your son is missing out on information in
school?
Many of my sons teachers have appreciated his advanced state of learning and two of his
six teachers to date have provided him with advanced learning
opportunities. Unfortunately, being in a small school, he does not have a lot of
opportunities for this in grade school. It would be nice if he could have some advanced
learning opportunities. I should probably say some additional learning
opportunitiesmaybe not go beyond what they are learning so that he isnt bored the
next year but instead some learning opportunities in areas that are not typically covered,
for example, computer programming.

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g. Do you think that there is something (a device) out there that might help
your son become more successful in school?
I dont know that he needs a device to help him be more successful but if he was able to
explore an additional learning opportunity such as computer programming through an
interactive distance learning classroom and computers with the necessary software, I
think it would excite him
Literature Review:
Who are gifted Students:
Defining giftedness has always be a discussion that has never received an answer; there
has been a consensus that the definition does range from conservation, which focused on
high intelligence and the top 1% of the population as measured by IQ tests to more
inclusive definitions which include multiple abilities, creativity, and contributions to
society; and comprised the top 20% of the population (Rivard, paragraph 1). Within the
population the top 3 to 5 percent are the ones who are thought to be gifted, which means
that population is cut down even smaller to how many gifted students are in schools
across America today. For an individual to be considered gifted their IQ test must range
from 130-160+. If a student has scored above 130 teachers need to recognize their
students potential for what their accomplishments really can be and advance their
curriculum to fit their unique needs. All individuals who demonstrate above average
general abilities or specific talents, and whose potential for accomplishment is so
exceptional or developmentally advanced, require special provisions to meet their unique
needs (Rivard, paragraph 3). How do we as educators determine that we have a
gifted/talented student in our classroom? Identifying signs of giftedness is not an exact

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science (Rivard, paragraph 9), many educators will look at standardized tests, IQ tests,
teacher observations, as well as parent input. But the IQ test still remains the main
predictor to determine if a student is gifted or not. Educators also look at the
characteristics of what makes a gifted student a gifted student.
Characteristics
When an individual hears that a student is gifted, many minds begin to ask, how do they
know a child is gifted? Their standardized tests and IQ scores as been conducted which
is an indicator of giftedness, but do gifted children have different characteristics than an
average student? There are many different areas were a student is classified as gifted;
students can be classified as gifted in athletics, music, academics, art, etc. According to
several articles Special Needs Technology Assessment Resource Support (START) and
Macomb Intermediate School DistrictGifted Education both state that gifted students
are able to learn more rapidly and easily then their peers, gifted students know about
many different topics that their peers might be unaware of and are able to retain that
information. Several characteristics were similar in both articles of characteristics of
gifted students; independent, self-motivated in learning, high degree of responsibility,
strong sense of justice, they are perseveres who do not give up easily (STAR, p. 30, &
Rivard, paragraph 6). Why is it that students who are gifted have these specific
characteristics; children who are not gifted academically might have some similar
characteristics in a specific area i.e. athletics, about an animal, cars, music, etc.
Educators know that students all have their own unique strengths and weaknesses, and
this applies for gifted students as well. There are no two individuals who are alike;
everyone has different traits that make each individual who they are. These

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characteristics that are described within these two articles are characteristics that have
been continuously documented traits that gifted students have. With these characteristics
it is leading to students needing specific requirements from teachers and their school. It
is important that all educators who have a gifted student in their regular education
classroom be aware of all of their characteristics because by knowing what characteristics
gifted students have will allow for growth for a gifted student. It will allow students to
grow themselves by honing in on their own characteristics. Educators need to also begin
to conduct research on what their gifted students need to make the student successful in
and out of the classroom.
Needs
Students who are gifted and talented are students are typically who excel in math and
science, why because the characteristics that most gifted and talented students show are
able to solve critical thinking problems and are good at memorizing information. How as
educators do we meet the needs of gifted students in our classroom? Gifted students need
choice, they need to be able to express themselves in different strengths, but at the same
time teachers need to also influence students on working on their weaknesses as well.
Gifted students have needs just like every other student does; their needs might not be as
drastic as a student who has a disability but everyone has needs. VanTassel-Baska quotes
educators must be aware of the challenged in differentiating effectively for gifted
learners to overcome (p. 212) their specific needs. Within all the articles it clearly states
that if the educational experiences of mathematically talented children do not maximize
their potential (Benbow, p. 216) they will begin to loose their drive for where they are
gifted in, and students who are also gifted in science are beginning to loose interests.

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There are also students who are gifted and have learning disabilities as well, and these
students are sometimes classified as doubly at risk, because most educators will see that
the gifted students has only a disability instead of working with both disability and their
giftedness. Reis, quotes too often, academically talented students with learning
disabilities and learning problems fail to achieve at levels commensurate with their
potential (p. 148). Why is it that educators begin to focus on their students disability
instead of focusing on their giftedness? Most of the disabilities that gifted students have
tend to be placed in the category of LD students (Beckley, paragraph 6). With students
who are twice exceptional they begin to feel shy and begin to perceive themselves as less
effective in school; their academics begin to decrease and not fit in with their peers. A
twice-exceptional student is one who experiences special educational programming to
accommodate one or more handicapping conditions while also promoting the students
potential for exceptional achievement in one or more areas in which they may be gifted
(Beckley, paragraph 6). It is especially important to remember, twice exceptional
students need an environment that will nurture their gifts while attending to their learning
disability (Beckley, paragraph 6). How can our educators help these brilliant minds of
today?
What do teachers need to do
Teachers in many states across the country are struggling to understand the needs of their
gifted students who come into their classrooms. Out of the 50 states 24 of the states
(including DC) have a gifted programming that is mandated and partially funded by the
states, while other states have different gifted programming that range from; gifted
programs that are mandated and fully funded by the state (6 states), to gifted

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programming that not mandated with no funding available (9 states, including New
York). With having minimal funding provided by each state for students who are gifted
it begins puts great tension on educators, and many begin to question how they will be
able to teach these gifted children while still giving their best to the rest of the classroom
(Hoagie). Bruce Shore and Cindy Kaizer (1989) have conducted multiple studies that
trained teachers who can better identify gifted children than untrained teachers (p. 74).
Having trained teachers allows for schools to begin understanding the characteristics,
how to create assessments that will be valid to show that a child is gifted, also teachers
are more supportive of the gifted students and programs, and trained teachers begin to
teach in ways they did not know before. There are many different ways an educator can
become trained in gifted education, through their bachelors degree, masters degree, in
certificates or diplomas, in preservice settings or in inservice courses during
employment (Shore, p. 76). Even through all of this training and education educators
acquire they sometimes begin to feel threatened by these young minds because they
might simply have a plethora of knowledge on a specific subject than they do. Shore
(1989) states gifted pupils depend upon the honesty, maturity, humor, and personal
development of a teacher (p. 75). As many schools across the country do not receive
funding for gifted education many classroom teachers are faced with gifted students in
their classrooms. The way regular classroom teachers can make sure that all their
students needs are being met is by; differentiation of instruction and grouping (Hoagie,
paragraph 4). There are pullout programs that gifted students can participate in that will
challenge the student more than they would be with differentiated instruction inside their
regular classroom. Within the pullout programs there will additional gifted students who

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all begin to challenge one another in the content area (Hoagie). With all the special
training educators can endure how will they begin to make their own classrooms diverse
for gifted learners?
Curriculum
Deciding how to design curriculum for gifted and talented students can be a daunting task
for any educator. Many article state that curriculum and instruction for gifted learners
should be a response to their learning capacities (Tomlison, p. 160). This is true for any
learner but gifted students especially because no single formula or template for
constructing curriculum and instruction will serve all gifted students. Within the group of
gifted learners there are learners who are more advanced than other gifted learners, there
are students whose personal economic support system that can encourage their every
opportunity and then there are students who might have the same potential but no support
system. We know curriculum (what students learn) and instruction (how they learn it)
should work in tandem to ensure that each student is consistently engaged with highquality ideas and processes (Tomlison, p. 161), and it should be changed to fit the needs
of gifted and talented learners through depth or enrichment (Atterbury, p. 47). There
are many effective ways to create an enriched curriculum for a gifted student;
focus squarely on the essential facts, concepts, principles, skills
and attitudesprovide opportunity for students to understand
clearly and in depth how the essential information, concepts,
principles, and skills workengage the students affectively and
cognitively place students at the center of learning and address
the reality that different students will learn in different ways, at

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different paces, and will manifest different interestshas a product
focusguide students in developing their capacities as thinkers
and their awareness of their capacities as thinkersis it relevant to
students livessupport students in developing skills, tools,
attitudes, and process to become increasingly independent
learners
(Tomlison, p. 161-162).
Of course there are many other ways that curriculum can be enriched for a gifted student,
it can be enriched through acceleration, differentiate the curriculum to fit each need for
all the gifted students (if they are in a gifted program) (Atterbury, p. 49). Knowing that
there are no two students alike each gifted student will have a different pace that their
curriculum is taught. But, with gifted learners accelerating the pace of insipid
curriculum only serves the purpose of allowing them to escape more rapidly from
something that they should not be acceptable in the first place (Tomlison, p. 163). It is
important to remember, highly able learners, like all learners, can only grow when they
are stretched (Tomlison, p. 165). No matter what type of educator you are if you want
to be accepted as a gifted and talented educator you must learn to speak the language
(Atterbury, p. 49) and by stepping out of your comfort zone it demonstrates that as an
educator you are willing to expand and teach methods to help a gifted student succeed.
How educational technology can help gifted/talented students
Your school has just eliminated the gifted and talented pullout program due to budgetary
constraints. Therefore, all gifted and talented students will now be taught in the general
education classroom. One of your kindergarten students, Sean, is academically gifted

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and is advanced beyond his peers in math, social studies, and science. He is computer
literatealthough Sean is gifted, he also has a disability (Mulrine, p.37). This is
becoming a common theme throughout many schools in the United States. When a gifted
student is twice exceptional many educators look at the disability and not that they are
gifted. In this scenario Sean would possibly be given an assistive technology device that
will assist him with his disability. An assistive technology device can range from a
device as small as a pencil grip to a clicker, which could help a quadric pelagic type.
But, when looking at what devices can serve a gifted student, our focus is not on a device
like a clicker to help make the individual functional in society but a tool that can
stimulate their brain. Teachers have to find creative ways to simulate thinking and
create a higher order learning opportunities for all students, especially gifted and talented
learners (Mulrine, p. 38). Computer technology is a great way to enrich curriculum,
teachers not only need to know how to use the technology but also how to integrate it into
their instruction. There are many software favorites for gifted education; Everett Kaser
Software which can be found on hoagiesgifted.com; is a prime example of computer
software that can be used to stimulate a gifted mind. Computers can be used to enhance
and replace existing delivery methods and to improve education for gifted students
(Mulrine, p. 38). Using technology in the classroom allows gifted students minds to
become stimulated and will allow them to achieve higher order of thinking. Technology
can be implemented into enriching and compacting curriculum (Mulrine, p. 38). An
example of a type of technology that could contribute in making gifted and talented
students curriculum enriched would be creating a virtual learning environment. By
creating a virtual learning environment it is merging gifted and talented education as well

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as information technology. Children of every ability level are motivated to create
technology-enhanced projects using the Internet, online databases, scanned pictures and
drawings, video clips, and hyperlinks (Mulrine, p. 38). Educators can use the virtual
learning environment to create thematic units; within the unit educators can include
hyperlinks to specific lessons, incorporate assistive technology (if the gifted student is
twice exceptional), create virtual museum tours, and incorporate online learning games
(Mulrine, p. 38-39). Virtual learning environments can be used as a way to integrate the
curriculum with information technology (Mulrine, p. 39). Since our world is moving at
an ultra speed with the different types of technology, why not take advantage of it and
begin to challenge the gifted minds.
What educational technology devices would help gifted/talented students succeed in
the classroom?
When deciding what type of technology device that would be most beneficial for a
gifted/talented student it is important to consider; accommodating a wide range of
ability levels, is it challenging and teaches/supports educational curriculum, develops
higher level of thinking skills, encourages additional research using the library, other
software programs and/or the Internet, and provides feedback (START, p. 36). There
are many types of technologies that can be used for gifted and talented students; from
multimedia programs, CD-ROMS, calculators, to telecommunications networks (START,
p. 31-32). It is important that educators look closely at the description of the device, if it
does not begin to enrich the curriculum for the gifted student it could potentially be a
waste of time. Many educators feel like there is not a lot out there for a gifted student as
far as a technology devices only because many do not know where to begin looking.

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There are sites out there that are designed just for gifted students like hoagiesgifted.com.
With the Hoagie site for kids and teens there are many subjects, and tools that can begin
to deepen a students learning on any subject of their interest. Also another tool that can
be helpful is providing a gifted student with an iPad, which can allow the child to look up
information that they are unsure of instead of interrupting the class to ask a question that
their teach may not know without looking up the answer. It is very difficult to say what
technology devices would beneficial for a gifted or talented student because each student
is different, their needs will vary and it is important to personalize each students
curriculum and any device that will aid them in enriching that curriculum.
Interview
After conducting extensive research about gifted students, their characteristics, how
educators need to create enriching curriculum that fits their needs and what technology
devices could best fit a gifted student an interview process was conducted. The interview
was conducted on a young boy who is in 5th grade and who is gifted. He comes from a
very small town in upstate New York, where he lives with his Mom, Dad and little sister.
The interview questions consisted of asking his parents; What are your sons strengths
and weaknesses in school and out of school, do you think that teachers could be doing
more to help your son succeed in class, do you feel like your son is missing out on
information in school and do you think that there is a device out there that might help
your son become more successful in school? The responses that were received from the
parents were very informative, especially how his teachers provided him with advanced
learning opportunities. His parents did mention that it would be nice if he could have
advanced learning opportunities, but they know coming from a small school that it is very

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rare that he had two out of his six teachers already implementing as much additional
opportunities as possible for their son. Both parents and child answered the question
about implementing the use of the internet to help him become more successful. The
gifted childs response was maybe using the internet to practice more and learn, while
the parents wanted to see if he could explore additional learning opportunities; like a
computer software that would allow their son to interact with distance learning
classrooms which would fit where is strengths are (creative writing, math, science, and
memorization). His parents did state that school has come easy to him and luckily he has
not run into a teacher who has sucked his love for learning out of him, and he does not
see learning something he already knows as a waste of time.
Interviewing this family it was clear to see that this student needs to be engaged in
advanced programs. Since this young man is advanced in math Hoagies has a wide
range of many different subjects for students ranging from art, theater, music, to young
kids. Hoagies can be used for either student or educator in ways that they can go and
search more information about a specific topic they are interested in. Since this young
man is also interested in math, and science having virtual reality for science would allow
him to expand his mind. Virtual Reality (VR) is a program that provide visual and
kinesthetic experiences within the confines of the classroom that would not otherwise be
available. Students strap on special goggles connected to a data glove, which provides
a three dimensional environment simulation of real life (START, p 32). This would be a
great technology tool for social studies, and science by allowing the student to see what
actually happened in our countries history or science book instead of seeing 2D pictures
in a textbook. A technology tool for math that could be recommended could be a

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productive tool; databases, spreadsheets, graphics programs and multimedia programs
enable students to organize, create and evaluate their own work (START, p. 31). His
parents did say that their son loves to make math sheets for them to figure out so using
these technology tools would allow their son to become more creative and expand his
mind through math problems. Overall I believe that this young boy would most benefit
from distant education technologies. These technologies bring important opportunities
to students, especially to those in rural communities. Students meet at community sites
where there are cable or satellite receivers, phone lines and video cameras providing one
or two way audio/video links to the course instructor. For schools in remote areas this
may be the only means for a student to take an advanced course (START, p. 31).
Overview: Conducting this research as begun to open many educators eyes on how
important it is not to only enrich curriculum for gifted and talented students but for any
student who walks through their classroom doors. It is important for an educator to
remember to use these strategies with exceptionally abled students;
build programs upon mastered concepts and skills, allow for indepth exploration of topics, incorporate higher level thinking and
problem solving skills into content, incorporate a wide range of
resources and materials and new technologies, make room in the
program for self direction, planning and evaluation, vary time and
pace by compacting or shortening time required for learning
concepts and skills and by providing more time for in-depth
exploration, provide opportunities for students to develop and/or

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practice leadership skills, and have students deal with topics of
interest and concern (START, p. 33).
There are many different forms in which educators can compact instruction for their
students; independent studies, tiered assignments, problem solving or thinking skills
classes, learning/interest centers, seminars, mentorships or advanced level courses, and
advanced placements. Overall, it is up to the educator to find resources for their gifted,
talented and twice exceptional students.
Analysis: With the information that was collected through research and interviews it is
important that educators begin to take educating gifted and talented students with more
ambition and less worries that gifted and talented students know more information than
themselves. Educators have a busy workload trying to make sure every students needs
are met, and leaving out the needs of gifted students is becoming a problem. Educators
believe that since gifted students are able to master grade level content it is acceptable to
give these individuals more daunting work. Which, is not academically appropriate, by
providing these gifted minds with more daunting work it is working in a negative and
backwards way. Students who are gifted are beginning to hide their talents in fears that
they will be given more work to keep them occupied, and they begin to not apply
themselves towards their gifted subject. Instead, educators should be learning how to
make gifted students learning worthwhile instead of having these minds be put to waste.
Conclusion/Interpretation:
Overall, this research and interview that was conducted is the start of making gifted,
talented and twice exceptional students more successful in regular education classrooms.
This research is also providing educators with the support that there are ways to educate

Pizura 24
themselves on how to create a successful learning environment for gifted, talented and
twice exceptional students. It is heartbreaking to know that our federal government is
refusing to fund advanced programs for gifted minds. With No Child Left Behind
enacted it should be their responsibility to make sure that every student is receiving an
education that fits their individual needs; disability or gifted. Gifted students have a lot to
offer our classrooms today and by stifling their education to the bare minimum is almost
degrading to the student and their families. Challenging their minds will also begin to
challenge educators in ways that they might have never thought they would be
challenged. Creating an enriched curriculum is not only going to drastically benefit
gifted and talented students but it will also stretch students who are in the regular
education classroom as well. Students are like sponges they will soak up any information
you place in front of them, engage their learning, make it hands on, require the students
to step outside of their comfort zone and push themselves to become our next generations
doctors, lawyers, and congressmen. Jean Piaget a famous psychologist quoted; The
principal goal of education in the schools should be creating men and woman who are
capable of doing new things, not simply repeating what other generations have done
(1896-1980).
What Meaning or significance do you make of your findings?
Discussing ways to enrich gifted and talented students curriculum is an important topic to
discuss because when educators think of differentiating instruction our minds directly go
towards students who have a disability, not towards students who are gifted. Having a
gifted student in a regular education classroom can become stressful to some teachers
only because they do not feel like they know how to challenge the gifted students. With a

Pizura 25
lot of federal funding being cut from states to support gifted curriculum it becomes
mandated on the regular education classroom teachers to learn how to differentiate their
instruction to fit the academic needs of every single student within the classroom.
What alternative interpretations are possible
Of course there are multiple interpretations for how to create curriculum for a gifted and
talented student, there are also interpretations of what type of characteristics make up a
gifted and talented student. Whether the student is gifted or not educators should believe
that all their students are able to achieve higher levels of thinking. This will reduce
repetition for students who have already mastered a skill and begin to challenge them in
multiple ways about a specific skill they mastered. Education is not a duty that ever
leaves humans, we learn in and out of classrooms and it should be educators duties to
begin to implement their students learning into real life situations.
How can what youve learned be applied to specific students in your overview
What was learned through this research and how it can be applied to specific students
who are gifted, talented and twice exceptional all boils down to enriching curriculum.
All students should have enriched curriculum, and since gifted students might have
mastered a standard it does not mean they fully grasp what concepts mean. Allow these
students to create projects and conduct research on a topic that will require them to
expand their minds, go outside their comfort zone and conduct higher levels of thinking.
If possible provide these students with hands on learning experiences through
independent studies, providing the student with a mentor or ways they can take advanced
courses, which will challenge them in ways they never knew they could be challenged.

Pizura 26
Gifted students are no different than any other student, they need the same nurture that all
students need it just might come in a different form.
What are the implications for further study in this area?
This study is far from being completed; learning about gifted and talented education is
becoming a new topic within the education world again. Predicting that the type of
research that will be conducted on gifted and talented learning could possibly become as
important as educating students who have disabilities. Learning about gifted students is
never identical; yes, they may have all the similar characteristics but it comes down to
what makes that individual them and how do educators begin to get the most out of that
student. There are not that many discussions held in college classrooms about gifted
students and what ways to make gifted students successful, possibly due to the fact that
there is hardly any state funding for gifted and advanced programs. As seen through an
article that the teachers who are trained in gifted education are able to provide more
support for gifted students than educators who are not trained. Predicting that with the
push for increasing math and science scores across the country there will begin to be a
drastic swing towards making sure gifted students needs is being met.

Pizura 27

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