IAGC

ADVOCACY PLATFORM 

 

Gifted and talented children are defined as “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.  These children and youth exhibit high performance capability in intellectual, creative, or artistic areas, possess an unusual leadership capacity or excel in specific academic fields. They require services or activities not ordinarily provided by their schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in all areas of human endeavor.”  Taken from U. S. Department of Education, 1993

 

We Advocate for . . .

 
  1. Legislation to support the needed funding for gifted education in all Illinois Public Schools.

 
  1. A comprehensive plan in each school district that addresses the diversity of its population and provides appropriate services for gifted and talented children across all cultures and economic strata.

 
  1. A statewide Advisory Council with members who have experience with gifted programs to advise the State Board of Education regarding applicable rules and regulations, as well as other issues that relate to programs for gifted and talented students.

 
  1. A highly qualified consultant on staff at the Illinois State Board of Education to provide oversight for the planning, operation, and evaluation of programs for the education of gifted and talented children.

 
  1. Employees who consult or provide technical assistance in gifted education at Regional Offices of Education and Intermediate Service Centers.

 
  1. Application of the IAGC professional standards to gifted education

      courses leading to an endorsement in gifted education.

 
  1. An undergraduate level course in gifted education to prepare future teachers to address a wide range of abilities and to facilitate their use of instructional strategies to maximize their students’ potential.

 
  1. Professional development in differentiation to assure that all teachers are equipped to differentiate the curriculum for a wide range of learners, including students from diverse populations, with a focus on academic rigor.