Why should the gifted receive specially designed instruction? Information gathered via Curriculum and Instructional Strategies for Teaching Gifted Students- Schultz Center-Spring 2016- Module 1 and corresponding websites/articles Information presented by Chera Bleau

Why special instruction? Section 1003.01 (3) (a) of the Florida Statues defines an exceptional student as any who is eligible for a special program. Students who are referred, tested, and are placed, qualify as an “exceptional” student and require “special education services,” in other words, specially designed instruction. But what are said services and why are the necessary?

Why special instruction? Section 1003.57 F.S., states that the local education agency must provide diagnosis and evaluation of; special instruction, classes, and services to the gifted learner. Gifted students need this evaluation, placement, and special instruction because they often learn basic skills better, more quickly, and with less practice. This often times leaves the student well above their peers and bored in the general education setting.

Why special instruction? Section 1008.33 F.S. indicates that the academic performance of all students has a significant effect on the state school system. The FLDOE wants to enforce accountability requirements to improve the academic performance of all districts, schools, and students. Educators and legislators realized that the subset of gifted students needed specialized instruction and services to improve their academic performance; general education alone was not sufficient.

Why special instruction? Gifted students have various strengths (i.e. some read earlier, widely, and quickly, some have eclectic and intense focus, some are highly inquisitive, some are well-organized while some are not, some are problem solvers, can conceptualize and synthesize with ease). That is why it is mandatory to use these strengths to determine the programming options to guide rigorous and differentiated instruction. Section 111 (b) (2)(C) (v) of the Elementary and Secondary Education Act that states that progress for students who are gifted should be measured to make sure the specialized instruction is meeting the students’ needs.

Why special instruction? Because these students have been known to readily grasp underlying principals, have a large storehouse of information on diverse topics that they easily recall, and usually perform higher than their peers on standardized assessments, the Florida Legislature feels that districts should implement meaningful programs with evidence- based models with an acceleration plan in place. Gifted students need specialized instruction with acceleration (allowing student to move at their own pace through individual course material, test out of previous learned/retained skills, and move on to higher grade-levels/materials) because of the aforementioned strengths.

Why special instruction? The gifted student has unique academic needs that have to be addressed with differentiated appropriate instructional strategies/curricula to ensure the performance of gifted students will be increased/maintained at high levels. Florida meets this need with earlier gifted testing, placement/development of the EP, and continuous documentation of student progress/reflection of current legislation & special instructional strategies.