ABSTRACT
This chapter reviews the foundational principles that inform the standard on identification and all of the NAGC Pre-K–Grade 12 Gifted Programming Standards. Student outcomes related to (a) equal access; (b) the identification of students’ interests, strengths, and needs; and (c) the identification of students from diverse backgrounds are elaborated with research related to evidence-based practices. Practices that appear to be effective in increasing more gifted students from special populations in gifted education programming include developing more inclusive definitions; using pre-identification talent development activities; using universal screening; developing locally developed norms; using nonverbal assessments and assessments in preferred language; and building relationships with students. An example case study shows how qualitative and quantitative information might be organized and reviewed by committee members in making decisions related to programming services. When all of the student outcomes are achieved, educators can be more assured that their identification procedure is effectively identifying each and every student who needs gifted education programming.
