IGBBA: Gifted Education

I: Instructional

The policy of the Board of School Trustees (the “Board”) is consistent with the Ministry of Education’s commitment to the development of abilities of every student to her/his fullest potential, both as an individual and as a member of society.  The Board recognizes the importance of providing programs and services to identify and develop the abilities and talents of children and youth who demonstrate extraordinary learning ability and/or outstanding talent.  The development of the individual intellectually, physically, socially, and emotionally is valued for the sake of the individual, as well as for society as a whole.  


The long-term goal for Gifted Education is defensible and comprehensive educational programs and services for gifted learners, Kindergarten through Grade 12.  Achievement of this goal requires programs and services that respond to the diversity of needs of the student population and offer equity of access for students in all areas of the city. 


According to the Ministry of Education, a student is considered gifted when: 

“...she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.  These abilities are demonstrated with extraordinary task commitment.  Gifted students often demonstrate outstanding abilities in more than one area.  They may, however, also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning.” 

The operational definition of Gifted Education for the Board involved consideration of a set of formal policies and practices, as outlined in the Gifted Education Identification Guidelines (1989). 


The Board recognizes that a variety of differentiated provisions are required to meet the diversity and range of educational needs of these students.  Programs are often a blend of opportunities available in the school and the community.  The more extraordinary the abilities of the student, the more his or her program will be expanded beyond the regular classroom. 

Enrichment involves supplementing and extending prescribed curriculum as an integral part of the regular classroom program.  Enrichment is a general response to the occasional needs of a fairly large number of students and is an appropriate but limited response to that small portion of the student population identified as gifted. 

Gifted Education implies the provision of specialized educational support services additional to those available within the context of the regular curriculum.  This response will often involve modifying the student’s program rather than simply adding to it.  It is a continuing, co-ordinated response to the individual needs of students specifically identified as gifted. 

Principles for programming include the following: 

  • qualitatively and quantitatively different learning experiences,
  • opportunities to interact with age peers and peers of similar abilities,
  • support for growth in the cognitive and affective domains,
  • appropriate modifications of content, process, product, pacing and learning environment,
  • extensions beyond schools into larger communities,
  • provision of extensive learning experiences in areas of individual talent,
  • provision of services to gifted students with learning difficulties or emotional vulnerability. 

In order to respond to the individual needs of gifted students, a variety of programming options are required that are not usually available in the context of the regular classroom involving, but not limited to, resource/challenge centres, mentors, specialist teachers, special courses, and curriculum differentiated in pace, complexity, and scope. 

DMT Responsibility: AS-DLS

Agreement References: 
Ministry of Education Special Education Services: A Manual of Policies, Procedures and Guidelines, 1995
Adopted Date: 
Monday June 17, 1985
Revision Date: 
Aug 1990
Sep 1998
Feb 1999