Click on the links below to view IAG's position on various topics


Grouping gifted children is one of the foundations of exemplary gifted education practice. The research on the many grouping strategies available to educators of these children is long, consistent, and overwhelmingly positive (Rogers, 2006; Tieso, 2003). Nonetheless, the “press” from general educators, both teachers and administrators, has been consistently less supportive. Myths abound that grouping these children damages the self-esteem of struggling learners, creates an “elite”group who may think too highly of themselves, and is actually undemocratic and, at times, racist. None of these statements have any founding in actual research, but the arguments continue decade after decade (Fiedler, Lange, & Winebrenner, 2002). This position paper is intended for school board members, school administrators, teachers, parents of gifted children, and other community members with an interest in education.
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Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals. The practice of educational acceleration has long been used to match high level student general ability and specific talent with optimal learning opportunities. The purposes of acceleration as a practice with the gifted are

1) to adjust the
pace of instruction to the students’ capability in order to develop a sound work ethic,
2) to provide an appropriate level of challenge in order to avoid the boredom from repetitious learning, and
3) to reduce the time
period necessary for students to complete traditional schooling.


IAG believes in the importance of collaboration among gifted, general, and special education programs, and the subsequent need to provide support for these efforts.  Collaborative efforts promote the strengths of all school programs.  IAG believes that good collaboration does not do away with the need for services associated with gifted education programming but rather redefines the roles of educators in the overall plan for gifted education.  Further, collaboration provides opportunities for gifted education to make positive contributions toward embracing and celebrating the diversity among the student populations of general education classrooms.  Collaboration should be part of a continuum of services provided to meet the unique educational needs of gifted students.


The Indiana Association for the Gifted believes that growth models should replace status models so that all students’ progress can be measured over time. Further, the IAG believes that on-going assessment is necessary in planning instruction for individual students. While schools should examine a wide range of group differences to determine if students are receiving opportunities to learn such as socioeconomic status, gender, race or ethnicity, disability, or English language status, this position paper pertains to students who perform at the advanced level and the necessity for growth models that take their educational needs into account.