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A regional survey of teachers of gifted and talented (G/T) programs, grades kindergarten through nine, in a southeastern state, was carried out. The principle foci of the survey were on theoretical models identified and used by teachers, and the importance of perceived outcome goals for children who are gifted. Respondents claimed awareness of several models of intervention but varied widely in the use of these models. Implications of the disparity between awareness and use of models are discussed. Outcome goals ranked by respondents varied in order, based on three grade level groupings of the teachers, most likely indicating changing perceptions of developmental needs as children progress through grade levels.


Originally published in The Roeper Review

Copyright The Roeper School Summer 2003

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