Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Subpart C - ADDITIONAL TEACHING FIELDS › Section 27.480 - Gifted Education Specialist

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2024, all candidate for an endorsement in the
				  teaching of Gifted Education will be required to complete a program aligned to
				  the NAGC-CEC Teacher Preparation Standards in Gifted Education (2013),
				  published by the National Association for Gifted Children, 1331 H Street NW,
				  Suite 1001, Washington DC 20005, and available at
https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/nagc-cec-teacher
.
				  (No later amendments to or editions of these guidelines are incorporated.) The
				  standards effective until September 30, 2024 are as follows:
a) The competent gifted education specialist,
				recognizing the learning and developmental differences of students with gifts
				and talents, promotes ongoing self-understanding, awareness of their needs, and
				cognitive and affective growth of these students in school, home and community
				settings to ensure specific student outcomes. The competent gifted education
				specialist:
1) collects and develops tools and
				techniques to engage the full range of profiles of gifted and talented
				students, including students with special needs (e.g., students with
				disabilities (twice exceptional), English language learners, creatively gifted,
				visual-spatial learners, profoundly gifted), in identifying their interests,
				strengths and gifts;
2) assists
				gifted and talented students in developing their pride in their gifts and
				talents and encouraging their passion in their areas of interest;
3) develops activities that can be easily
				tailored to match each student's developmental needs and culture-based learning
				needs or to compensate for areas of deficit, to include students with special
				needs;
4) provides a variety of
				research-based grouping practices for use with gifted and talented students
				that allow them to interact with individuals of various gifts, talents,
				abilities and strengths;
5) models
				respect for individuals with diverse abilities, strengths and goals, including
				those with atypical gifted profiles (i.e., students with special
				needs);
6) provides role models
				(e.g., through mentors, bibliotherapy) for gifted and talented students that
				match their abilities and interests;
7) identifies extracurricular learning
				opportunities that match students' abilities and interests, and works to remove
				barriers to their taking advantage of these opportunities;
8) collaborates with families in accessing
				resources to develop their child's talents;
9) designs interventions for students to
				develop cognitive and affective growth that is based on research of effective
				practices;
10) develops specialized
				intervention services for underachieving gifted and talented students to
				accommodate their deficits, remediate barriers to achievement, leverage their
				gifts and build their community with other gifted and talented
				students;
11) enables students to
				identify their preferred approaches to learning, accommodates the students'
				preferences and expands them;
12)
				provides students with college and career guidance that is consistent with
				their strengths; and
13) implements
				a scope and sequence of the curriculum that contains personal and social
				awareness and adjustment, academic planning and vocational and career
				awareness.