ABSTRACT
The definition of giftedness that has been most widely adopted by states was issued in the Marland Report, which defined gifted children as those capable of high performance, including those with demonstrated achievement and/or potential ability in any of the following areas: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability. NAGC and The Association for the Gifted, Council for Exceptional Children also revised their Teacher Knowledge and Skill Standards for Gifted and Talented Education in 2006 to respond to this need for better understanding of diversity. This revision of gifted teacher preparation standards infuses issues of human diversity and its impact on families, communities, and schools throughout the standards. Increasing the identification and placement of underrepresented minorities and students in some categories of disability such as twice-exceptional students in gifted and talented programming will not automatically create equitable access, participation, or achievement for them.
