AIG Standards

Post date: Feb 6, 2011 12:51:33 AM

The AIG Program Standards are based on the following principles*:

  • Gifted learners form a diverse group of students with a variety of academic, intellectual, social, and emotional needs different than those of other children of their age, experience, and environment; therefore, they require appropriate identification and a range of service options within a comprehensive program.
  • Gifted learners possess the ability to think with more complexity and abstraction and learn at faster rates; therefore, they require challenging, differentiated curriculum and instruction which are developmentally appropriate and will prepare them for the 21st century.
  • Gifted learners have different learning needs; therefore, they require time with others who are similar to themselves in order to establish cognitive relationships and to facilitate their academic, intellectual, social, and emotional growth.
  • Gifted learners have unique social and emotional needs; therefore, they require access to appropriate support systems and counseling to assure their affective well-being.
  • Gifted learners have needs different than others of their age, experience or environment; therefore, they require teachers and other personnel involved in their education who have the necessary knowledge, skills, and understandings to meet those needs.
  • Gifted learners, including those children with limited educational opportunities, are shaped by their early education experiences which form future learning habits; therefore, they need access to an appropriately challenging and engaging education early in their schooling to ensure that their potential is developed and optimized.
  • Gifted learners from under-represented populations are often overlooked in gifted programming; therefore, they require purposeful and intentional support to ensure that their potential is recognized, developed, and served.
  • Gifted learners who are often left underserved include students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.
  • When an appropriately differentiated education is not provided, gifted learners do not thrive in school, their potential is diminished, and they may even suffer from cognitive and affective harm; therefore, gifted learners must have their needs addressed in order to become capable, valuable, effective, and successful contributors to our global society.
  • Providing equity and excellence for all students in North Carolina is a priority; therefore, it is critical to meet the academic, intellectual, social, and emotional needs of gifted learners in an overall educational program.
    • * Adapted with permission of the authors. Coleman, M. R. & Gallagher, J.J. (1995). Appropriate Differentiated Services: Guides for best practices in the education of gifted children. Gifted Child Today, 18(5), 32-33.

The standards are attached below.