ABSTRACT
This chapter discusses Programming Standard 5 which provides guidance to educators and policy makers about program development. To ensure that a continuum of services is in place and appropriately implemented, policies and procedures to guide and sustain the necessary service components must be developed. So that gifted education is considered a vital and critical component of Pre-K–12 education, the services developed must align with both general education and special education. Thus, educators must have the necessary knowledge and skills to choose appropriate programming options such as acceleration and enrichment, provide varied grouping arrangements (cluster grouping, special classes) and offer individualized learning options (independent study, mentorships) to increase students’ performance academically as well as socially and emotionally. Using technology to enhance performance or increase access to additional learning opportunities and collaboration with persons within the family, school and community, the diverse learning needs of these students have a better chance of being met.
