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The National Association for Gifted Children Abstract


The National Association for Gifted Children


The National Association for Gifted Children is an independentcharity agency that supports the learning and emotional requirementsof children with a high learning capacity across differentbackgrounds and ages. Its main target group includes children as wellas young people that are identified to be talented and gifted. Italso includes young people and children that have been identifiedwith the capability to achieve, but they are not reaching theirpotential for any reason (Council for ExceptionalChildren, 2007). Additionally, it supports both the dual aswell as multi exceptional children that are profoundly gifted buthave learning difficulties and disabilities.

Key Words: Gifted,children, education, policy,

Applying Multiple Streams Analytic Framework tothe National Association for Gifted Children Case

The organization supports more than 14,000 young people and childrenacross the nation. Its work is particularly vital to children with ahigh learning ability as well as children that come from thelow-income background. This is because these children that undergothe biggest shortfall regarding talent and gifted support. TheCouncil for Exceptional Children (2007) estimatesthat one out of seven households that are underpinned by theassociation are low income, and various approaches are employed toensure that the potential of every child is realized. The aim of thisorganization is to enable children with an excellent learningpotential to be successful and achieve fulfillment through growing inconfidence. They achieve this through directly working with parentsas well as caregivers to assist them in supporting their childrenwith high learning potential, the entire family, as well as theprofessional bodies that work with them. Similarly, the associationworks with young people and children through motivating, challenging,and encouraging them to make friendships with compatible peers.Finally, the agency works with professionals to enable them to gainan understanding of the various issues facing young gifted peoplethrough supporting their social, emotional as well as learningrequirements.


Explaining the Situation through the Political Stream

The Council for Exceptional Children (2007)examined that Students that are academically talented andgifted in the United States comprise of approximately 6 to 10 percentof the entire student population, which ranges from three to fivemillion students. These students are different from the regularstudents regarding their depth, learning styles as well as theircomplexity in comprehending and potential. Thus, this variance meansthat their age group custom implies that the education programs thatare intended for talented children must be transformed to satisfytheir specific requirements. Nevertheless, the majority of theselearners obtain a significant part of studies in the conventionalclassrooms and most often, the teachers who teach them have beentrained to teach students with high capability. The situation inschools for students with a high potential as well as those studentsfrom the low income and troublesome backgrounds can be verydisturbing. According to several state data, great gaps exist thatinclude the gaps at the top levels of achievement between the whitestudents as well as the more advantaged students and the low-incomestudents. The presence of these differences indicates a failure torecognize high ability color students as well as the students fromdisadvantaged situations and ensure that there are appropriatemechanisms that support these students to attain the maximum possiblelevels of achievement. Similarly, these gaps also suggest a waste ofa remarkable amount of talent.

The Problem Stream

While the problem stream exposes several gaps in addressing issuesfaced by gifted children in the United States, it openedopportunities for discussion of these policies. The non-existence offederal obligations, program decisions for gifted students aredeveloped at the state and even the local school`s district level.Some countries can be considered to be the leading countries in thefield of gifted education based on several aspects such asidentification practices, funding initiatives, supportive policies,oversight, and reporting as well as a teacher (Sabatier&amp Weible, 2014). However, a more significant amount ofstates offers little or no funding to their local schoolstransferring the role of service delivery and financing to theirlocal school`s districts. Similarly, the vast disparity of programsand services arises from the differences in descriptions, views, anddefinitions of talented and gifted students that are combined withthe contemporary view that gifted students do not require specializedservices. These disparities need to be changed within and acrossstates hence leaving most students with high ability without thevital support that they need to be able to achieve high standards.This is a disservice to the students and the country. Also, for mostof the high backgrounds that cannot support talent, most of thegifted students attend private schools, the weekend and summerenhancement programs and they get the services of private tutors whoprovide what the schools cannot offer. Thus, to improve the status ofgifted and talented students, the country can and must endeavor tohave a better performance.

The Policy Stream

According to Bardach and Patashnik (2015), thestakeholders involved in this initiative must change their minds,practices, and policies. Therefore, the national association forgifted students should develop initiatives that support the field ofeducation that will achieve specific and vital objectives through thecollaboration and efforts of several people. The first and principalgoal is to expand the public awareness of the nature and requirementsof the talented and gifted children. This action will drive out thecontemporary myths and increase the urgency of the public to servethe gifted and talented children. The view of talented and giftedstudents is stalled in mythology as most people relate elitism withgifted education. Likewise, some people go to the extent of extremeinclusive to state that every child is gifted, which is not the case.In other instances, some people say that there are no talentedchildren in their school or that they cannot afford the cost ofgifted education. These myths need to be overcome, and the federalorganization for talented students should work with the communityleaders to create and test proactive campaigns to increase theunderstanding of the public on the nature of needs of talentedstudents. Similarly, changing the minds of people is along-term effort. The nature and requirements of the talentedstudents require being understood. This can help in the efforts toattain visible changes in the society. The federal organization fortalented students believes in the power of legislations to developsupportive environments that are conducive for learning. Forinstance, there is an increased attention as well as opportunitiesfor funding through the enactment of the elementary and secondaryschool act. Likewise, local and state leaders arealso contributing to this success. To ensure the success of thepolicy change process, it will require persistent, smart anddedicated strategies (Plucker, 2015).

Policy Communities, Policy Entrepreneurs, andthe Policy Stream

Students with unique gifts and talents are oftendifferent, and they have varying requirements when assisting them tobe able to achieve their full potential. Therefore in the perspectiveof Olszewski-Kubilius and Clarenbach (2012), teachers, parents, aswell as advocates often fear to focus on the bright students, and inmost cases, they fall into the trap of working under pressure andeven in making themselves invisible. A new and strategic approach isrequired to address and enhance support to satisfy the requirementsof excellent students. Similarly, as the advocates of the rights ofgifted and talented students, new strategies must be attempted tohelp the society to understand the nature and requirements of giftedstudents. Also, the community needs to be assisted in implementingtactics that can be used to create supportive learning environmentfor gifted and talented students as well as research-based practicesthat can help the students in optimizing their potential to achievegreater outcomes.


Bardach, E., &amp Patashnik, E. M. (2015). Apractical guide for policy analysis: The eightfold path to moreeffective problem solving. CQ Press.

Olszewski-Kubilius, P., &amp Clarenbach, J.(2012). Unlocking Emergent Talent: Supporting High Achievement ofLow-Income, High-Ability Students. Federalorganization for talented students (NJ1).

Council for Exceptional Children (2007) CEC’sposition on Response to Intervention:

The unique role of special education and specialeducators.

Plucker, J. A. (2015). Common Core and America`sHigh-Achieving Students. Thomas B.Fordham Institute.

Sabatier, P. A., &amp Weible, C. (Eds.). (2014).Theories of the policy process.Westview Press

Weible, C. M., Sabatier, P. A., &amp McQueen, K.(2009). Themes and variations: Taking stock of the advocacy coalitionframework. Policy Studies Journal,37(1),121-140.