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Knowing how to identify gifted students is a challenge that all teachers will face and this identification can shape a childâs future. According to the OSTP Standards (2005), Standard 1 states that teachers need to be able to ârecognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and interventionâ (p. 15). This paper delves deeper into the topic of gifted education in order to better inform future educators of the definitions of giftedness, the criteria used to identify gifted students, the different models of gifted education, and the impact of teachers on gifted students. By providing a broad base of knowledge in gifted education, the hope is that future teachers will be able to effectively identify gifted students within their classroom and better serve them. This paper explains there are many different definitions of giftedness, encompassing not only academic ability, but also creativity, task commitment, and leadership potential. Identification processes are shifting and future educators need to be prepared to identify students not purely in an academic sense, but in a multifaceted way.

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Project Designation

Course Project

Primary Advisor

Patricia M. Hart

Primary Advisor's Department

Teacher Education


Stander Symposium poster


This poster reflects research conducted as part of course project designed to give students experience in the research process.

Research exercise: Defining Giftedness: Explaining Criteria, Models and Impact of Teachers on Gifted Education