The field of gifted education has evolved significantly over the past century, yet the term "gifted" has remained largely unchanged. This blog post delves into the key findings from the research article "Why Hasn’t the Gifted Label Caught up with Science?" and explores how practitioners can improve their skills by implementing the outcomes of this research or by engaging in further studies.
The Evolution of Intelligence Testing and Gifted Education
The origins of intelligence testing in the early 20th century laid the foundation for both special and gifted education. However, while special education terminology has evolved, the term "gifted" has remained static. The research article by Matthews and Jolly (2022) highlights the historical developments and the current state of gifted education.
Key Findings from the Research
- The term "gifted" is rooted in early 20th-century beliefs in hereditarianism and innate ability.
- Significant reports like the Marland Report (1972) and the National Excellence Report (1993) have shaped the field but have not led to a change in terminology.
- Gifted education policies have often been influenced by broader social and political contexts, such as the Civil Rights Movement and the Cold War.
- Despite advances in understanding intelligence, the term "gifted" lacks specificity and does not provide clear educational guidance.
Implications for Practitioners
Practitioners in the field of gifted education can take several steps to improve their practice based on the findings of this research:
- Adopt a Nuanced Approach: Recognize that intelligence is multifaceted and that the term "gifted" should be supplemented with specific descriptions of a student's abilities and needs.
- Focus on Talent Development: Shift the emphasis from innate ability to the development of specific talents, as suggested by Subotnik et al. (2011).
- Collaborate Across Disciplines: Engage with research from psychology, neuroscience, and other fields to inform gifted education practices.
- Advocate for Policy Changes: Work towards updating the terminology and policies related to gifted education to reflect current scientific understanding.
Encouraging Further Research
The article underscores the importance of ongoing research to address the limitations of the current gifted label. Practitioners are encouraged to:
- Participate in or initiate research studies that explore new ways to identify and support gifted students.
- Stay informed about the latest developments in intelligence research and how they can be applied to gifted education.
- Collaborate with other educators and researchers to share insights and best practices.
Conclusion
The term "gifted" has not kept pace with advances in our understanding of intelligence and educational needs. By adopting a more nuanced approach, focusing on talent development, and advocating for policy changes, practitioners can better support gifted students. To read the original research paper, please follow this link:
Why Hasn’t the Gifted Label Caught up with Science? 
