# data[].attributes.body
In 1957, the launching of Sputnik had made it obvious that the Soviet Union was ahead in advanced science and technology. In retaliation, The National Defense Education Act of 1958 made funding available to nurture and support gifted talents.
*During this time of crisis, gifted individuals were seen as a valuable resource and support was given from all levels to provide challenging educational opportunities.

# data[].attributes.body
A report titled, "Education of the Gifted and Talented" was issued in 1972. This report established the high level of unawareness of gifted children in schools.
*The Marland Report led to the establishment of 6 categories of giftedness as well as the Office of Gifted and Talented Education in 1972. This further led to the development and awareness of gifted children.

# data[].attributes.body
In 1954, The National Association for Gifted Children was created.
*This association has been critical in addressing and building support for the needs of gifted children. Efforts have been made to make sure that gifted children are not left out in the makings of educational policies and legislation.

# data[].attributes.body
The principles of differentiation were developed by the Curriculum Council of the National/State Leadership Institute on the Gifted and Talented in 1982.
*This has led to the recognition that gifted children can only succeed by matching instruction to their needs. School districts have now adopted policies of differentiation, making it a requirement.

# data[].attributes.body
Findings from the on-going research determine the need for a stimulating environment, especially for gifted children.
*Prompts parents and teachers to provide challenging learning opportunities to develop intellectual potential. The on-going research provide rationale for using this strategy to maximize potential.

# data[].attributes.body
In 1980, the North Carolina  School of Science and Mathematics in Durham opened. Since then, other states have opened residential schools as well.
*Residential schools provide the rationale that gifted students are ready for more advanced learning opportunities. These schools also provide evidence that the least restrictive environment is more suitable for these children.

# data[].attributes.body
In the 1980s,  The Richardson Study was funded to examine gifted education and provided recommendations.
*This study led key decisions makers from education, business, and government to gather together and bring support in the needs of gifted children.

# data[].attributes.body
Passed in 1988, The Javits Gifted and Talented Students Act led to leadership roles in gifted education.
*Focus was once again brought back to the needs of gifted and talented children. Research, strategies, and results were very important in providing support to reform initiatives.

# data[].attributes.body
"National Excellence: A Case for Developing America's Talent" was a national report of the status of gifted education. This report once again bought focus to "the quiet crisis". This crisis focused on the needs of gifted children and how they are not properly addressed.
*The report of National Excellence led to a blueprint that states have used to further their definitions of gifted children and the services they need.

# data[].attributes.body
Beginning in the 1990s, states have begun to require services for multiple areas of giftedness. Children with intellectual, academic, creativity, leadership, or in the arts are identified and matched with appropriate services.
*The "one-size-fits-all" program does not meet all the needs of gifted children, and does not match the diversity of abilities gifted children possess.

# data[].attributes.body
In 1905, Binet and Simon develop a series of tests to identify children with superior intelligence.
*Their notion of higher mental age in young children was a revolution by capturing intelligence in numerical outcome.

# data[].attributes.body
E. Paul Torrance did much to infuse creativity into classrooms. His creation: The Torrance Tests of Creative Thinking (TTCT) are the most widely used tests of creative talent.
*His research found that creative thinking abilities differed from abilities involved in intelligence and logical reasoning. Intelligence tests misses about 70% of those who are creatively gifted.

# data[].attributes.body
In 1921, Lewis Terman begins a study of gifted children with results published in "Genetic Studies of Genius".
*Results found that gifted students were qualitatively different in school, emotionally advanced, superior in academics, and most successful when held in high regard. Results confirmed previous studies done regarding gifted children and spread more awareness.

# data[].attributes.body
Fraser is the founder of the Torrance Center for Creativity and Talent Development in the College of Education at UGA.
*She created the Fraiser Talent Assessment Profile. Children assessed to receive gifted services are assessed by this profile.

# data[].attributes.body
In 1983, Gardner proposed in his book, "Frames of the Mind: The Theory of Multiple Intelligences" seven different intelligences: musical-rhythmic, visual-spatial, verbal linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, and intrapersonal.
*Informs us that intelligence can be measured in different ways and that teachers need to attend to all intelligences.

# data[].attributes.body
Definition of gifted students is re-modified as, "Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities."
*The Javits program was included in this act and led to offers of competitive statewide grants. Gifted education was once re-defined and acknowledged as needing special services.

# data[].attributes.body
To Aid Gifted and High-Ability Learners by Empowering the Nations's Teachers Act. This act recognizes an education system that too often fails to address the learning needs of gifted students.
*There has been too much focus on grade-level proficiency which has resulted in gifted students not receiving the proper support and instruction they need. As a result, states and districts will be required to do more for gifted students.

# data[].attributes.body
In 1936, Leta Hollingworth opened the Speyer School for gifted children between the ages seven and nine.
*This school was intentionally diverse in an attempt to represent the population of the area. The establishment of this school opened doors for gifted students that were diverse and often overlooked.

# data[].attributes.body
Triarchic theory on intelligence: practical, creative, and analytical intelligence.
*Emphasizes different aspects, the ability to think abstractly, ability to invent, and ability to cope with conctrete situations. Theory points out that creativity and practicality are also distinct cognitive processes that should not be ignored. It is also another theory that explains and describes intelligence.

# data[].attributes.body
In 1998, the National Association for Gifted Children publishes Pre-K through grade 12 Gifted Program Standards to provide guidance in 7 key areas for serving gifted students. Standards were then revised in 2010.
*Schools looking for guidance on improving or creating their gifted programs can use this guide to establish proper and appropriate learning environments for their gifted students.

# data[].attributes.body
In 1901, the first school for gifted children opened in Worcester, Massachusetts.
*This marked the first significant acknowledgement that gifted students' needs were not being met in traditional schools. This also marks the start of recognizing higher intelligence among the general population.

# data[].attributes.body
In 1926, Hollingworth published, "Gifted Children: Their Nature and Nurture". This book was based on case studies involving children with an IQ over 180.
*This is considered the first textbook on gifted education and has spurred other books and publications on gifted education to be made as well.

# data[].attributes.body
In 1982, it was discovered that U.S. publishers have agreed to drop their textbook difficulty level two grades.
*This brought awareness that gifted students will be hindered by this by getting easily bored in class and unfortunately begin the process of underachieving.

# data[].attributes.body
In 1977, Gifted Handicapped was added to the ERIC.
*This brought much needed awareness to the needs and accommodations for twice exceptional students.

# data[].attributes.body
In 1978, Renzulli defined three components of giftedness: above average ability, high level of task commitment, and high level of creativity.
*Educators refer to this model today in gifted education and use his research to modify their own educational models.

# data[].attributes.attachment_link.title
5 Most Significant Events in Gifted Education

# data[].attributes.body
A Brief History of Gifted and Talented Education. (n.d.). Retrieved from http://www.nagc.org/resources-publications/resources/gifted-education-us/brief-history-gifted-and-talented-education

Roberts, J. L. (1999). The top 10 events creating gifted education for the new century. Gifted Child Today, 22(6), 53-55.