Gifted Education - Program DescriptionGifted and Creative Education (GCE) Mission Statement
Gifted and Creative Education (GCE) Theoretical Base
The Gifted and Creative Education (GCE) program at the University of Georgia offers graduate coursework in accordance with standards approved by the Council of Exceptional Children (CEC) and used by the Georgia Professional Standards Commission for Gifted In-Field Education Endorsement program purposes. Below is a list of the four graduate courses, descriptions and objectives (Table 1) that constitute a student’s program of study.
Table 1. Gifted and Creative Education Program of Study for Gifted In-Field Education Endorsement
Course No. Course Title and General Description Course Objectives EPSY 7110 Characteristics of Gifted Children and Youth: Examines nature and needs of gifted students focusing on personal, home, school, gifted policy/practice issues, and special issues impacting psychological, social-emotional and academic development Students will be able to:
- give relevant theoretical and operational definitions of the term gifted and talented.
- trace historical trends and landmark studies in gifted education.
- understand defining characteristics and needs of diverse populations of gifted students.
- address issues of screening and identification of gifted students across diverse groups.
- demonstrate understanding of behavioral and developmental aspects of giftedness (preschool through secondary).
- give a rationale for gifted programming.
- identify major programming options for the gifted in schools.
- explain what is meant by a differentiated curriculum.
- knowledgeably address current issues such as grouping, and acceleration vs. enrichment as they impact the education of gifted children and youth.
- report on the desirable characteristics of school personnel working with gifted students and provide advice for parents of gifted children.
- identify relevant local, state, national, and international issues impacting gifted education.
- relate defining characteristics of gifted students to their respective needs and make educational recommendations to meet those needs.
EPSY 7060 Assessment of Gifted Children and YouthMeasurement of abilities in gifted children with different strengths and from diverse background, with emphasis gifted program assessment policies and practices used to evaluate performance, identify and serve gifted students. Students will be able to:
- comprehend assessment principles related to the educational decisions for gifted students.
- analyze ethical and legal issues impacting gifted program assessment policies and practices;
- demonstrate knowledge of identification criteria used within gifted education;
- examine processes and procedures to assess students using Georgia Criteria, including mental ability, achievement, motivation, and creativity;
- analyze assessment policies and procedures of local school districts relative to the Georgia Identification Criteria;
- identify appropriate data to assess the abilities of students from diverse backgrounds;
- interpret standardized test scores and properties for identification of gifted students;
- develop classroom based observational forms for gifted program referrals;
- examine paper-and-pencil tests and performance tasks for use with gifted programs;
- design classroom tests and performance tasks within a specific content area or grade level for use with gifted program screening and identification;
- develop strategies to prepare students and parents to participate in gifted program assessment and to understand results of assessment;
- identify and solicit the involvement of relevant stakeholders in gifted program assessment.
EPSY 7250 Program and Curriculum Development for the Gifted Program planning for gifted students, including curriculum inventory and development, program models, and evaluation.
Students will be able to:
- demonstrate knowledge of curriculum models and learning theory models in the context of education for the gifted and talented;
- develop a well-founded rationale for a gifted and talented program;
- demonstrate knowledge of delivery models as defined in the state of Georgia’s rules for gifted education. These models include: resource classroom facilitator, mentorship/internship, joint enrollment, independent study, Advanced Placement, and International Baccalaureate.
- develop criteria to select a program model driven by research-based features of successful gifted and talented programs;
- design an instructional scope and sequence of articulated learning experiences for elementary, middle, or high school gifted students;
- demonstrate their ability to design qualitatively differentiated instruction for high ability students; and
- use appropriate instruments to assess the qualitative differentiation of curricular programs for gifted students.
EPSY 7230 Strategies and Materials for the GiftedTeaching strategies and related instructional materials for the gifted student.
- Identify and explain underlying principles related to curriculum modification and qualitatively differentiated instruction for gifted learners.
- Identify characteristics and appropriate learning activities and teaching strategies that meet the needs of gifted learners from diverse backgrounds.
- Evaluate instructional materials and their appropriateness for gifted learners.
- Design instructional plans for facilitating qualitatively differentiated curriculum with gifted learners.
- Differentiate existing instructional materials with respect to content, process, products, and learning environment.
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Department of Educational Psychology and Instructional Technology 329 Aderhold Randy Kamphaus, Department Head Janette R. Hill, Associate Department Head Tarek Grantham, Gifted and Creative Education (GCE) Program Coordinator |
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