Department of Education
Division of Special Education
GIFTED AND TALENTED EDUCATION
"There is nothing more unequal than the equal treatment of un-equals." (Thomas Jefferson) Based upon this tenet, our gifted program recognizes the uniqueness of each individual and the right to develop his/her potential to the fullest. All decisions are based on "in the best interest of the child."
It is crucial that the gifted and talented are identified at an early age so guidance and encouragement towards constructive and worthwhile pursuits can be provided while they are still in the formative stage. Education cannot assume children can be taught all that there is to learn. It is particularly important gifted children be familiar with the processes of learning. Emphasis is placed on the development of skills and evaluation abilities in children so they can become self-actualized and independent learners. We provide them with a flexible and relevant curriculum including resources, facilities, and people from within and outside the school. Curiosity and creativity is given free reign within reason. At the same time, these children develop persistence and a willingness to strive for distant goals.
The student's emotional well-being is also given strong emphasis. Counselors and teachers apply themselves to possible solutions to problems which might hinder the gifted and talented from becoming happy, self-fulfilled individuals. These children develop and maintain positive self-esteem in order to develop sufficient self-confidence to be willing to take risks.
Global awareness and social responsibility instilled in gifted children are essential to assure their ability and energies will be utilized for the future.
DUTIES AND RESPONSIBILITIES
The GATE Program is committed to provide opportunities for students to develop maximum potential, through the effective delivery of quality services equipped with state of the art technology, facilities and resources with the full involvement of family and community. The GATE Program meets the unique needs of identified students through an enrichment program based on a qualitatively differentiated curriculum in identified process skill areas so that the students may become independent learners.