The changes to MACC are rooted in peer-reviewed, international research. District staff have complied best practices in gifted programming, research behind the 6-week recommended service model, and the need for gifted education to be inclusive.
Here are some of the findings.
- Although many in gifted education widely promote cluster grouping gifted students, little empirical evidence is available attesting to its effectiveness.
- Enrichment can be offered to a larger segment of the school population, and sometimes the whole school. This is considered less elitist and is more likely to be supported by individuals concerned about equity
- Assessment tools to identify gifted children are tested on groups that do not include students from diverse backgrounds.
- Gifted education programs often use restrictive criteria to decide who can participate. As a result, they focus on a small group of students and can shut out others who could benefit from their supports and services.
- Gifted students must find the balance between feeling competent (intrapersonal) and getting along with peers (interpersonal); they must strive to be successful in tasks that present a challenge for them.
- Fear of failure due to high expectations, feelings of depression, and feeling isolated from peers are just a few examples of the problems Gifted students may experience.
- Gifted students benefit from learning emotional intelligence skills as they learn to interact more effectively with others.
- Gifted students benefit from emotional intelligence training, and their social and intellectual functioning can be strengthened by teaching these students age-appropriate emotional and social skills like emotional adjustment, peer relationships and managing stress