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The review examines literature definitions and models of giftedness, characteristics of successful programs, transition supports, and equity considerations, then analyzes the PDSB special education plan’s gifted component and enhanced learning pathways.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-gifted-education-program-review-final-report/501870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-gifted-education-program-review-final-report/501870.png","ImageObject",300,407,{"name":92,"@type":93},"iuabcfuw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose and scope of the review?","Question",{"text":113,"@type":114},"The review updates Ontario gifted education context and literature trends, describes secondary gifted education pathways in the PDSB and nearby boards, assesses program fit for PDSB secondary students and families, and provides recommendations for future planning and improvement.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the report define giftedness in the Ontario context?",{"text":118,"@type":114},"Giftedness is treated as a special education need and categorized as an intellectual exceptionality, operationalized as unusually advanced general intellectual ability requiring differentiated learning experiences beyond the regular program.",{"name":120,"@type":111,"acceptedAnswer":121},"What approach does the report describe for identification and placement?",{"text":122,"@type":114},"Ontario does not set standard gifted identification criteria. Many boards use group-based aptitude testing and students above a cut-off receive further individual assessment. Identification and placement decisions are made at the board level by IPRCs.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},501870,1791060920,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},3985747874027,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","# Secondary Gifted Education\n\nProgram Review  \nMarija Glisic, PhD Laura Naismith, PhDDecember 2019  \nFINAL REPORT  \n● Purpose and Scope of the Review  \n● Review Activity \\#1 - Literature Review  \n● Review Activity \\#2 - Review of the PDSB Special Education Plan - Gifted Component  \n● Review Activity \\#3 - Trends in Secondary Gifted Education  \n● Review Activity \\#4 - Secondary Gifted Education at the PDSB  \n○ Enhanced Learning Program Site Profiles  \n○ Stakeholder Perspectives  \n○ Secondary Gifted Programming in the Toronto-Area Region  \n● Review Activity \\#5 - Student and Parent Voice  \n○ Student Well-Being and School Experience  \n○ Reasons for not Attending the Secondary ELP  \n● Recommendations for Future Planning and Improvement  \n## Purpose and Scope of the Review\n\nThe last PDSB Gifted Education Program Review was published in 2009, based on data collectedbetween 2006 and 2008.  \nThe purpose of this review is to:  \n1) Provide an update on the Ontario gifted education context and literature trends;  \n2) Describe the secondary gifted education pathways in the PDSB and neighbouring school boards;  \n3) Assess whether current secondary gifted education programs are meeting the needs of PDSB secondarystudents and their families; and  \n4) Outline recommendations for future planning and improvement.  \nWhat does this review add?  \n● New data sources: Ontario Ministry of Education, Student Enrolment Analyser Special Education; PDSBSchool Information System; PDSB Student Census 2018  \n● Focused review of alignment with the Ontario Ministry of Education’s Special Education Policy andthePDSB’s goals for Equity and Inclusion  \n## Literature Review\n\n4  \nLiterature Review  \n## Definition and Models of Giftedness\n\n● Giftedness typically refers to above average intellectual ability, however there are many different theoreticalmodels that explain the concept and no universal operational definition of it.[1-6]  \n● Perceptions of giftedness are shaped by culture and cultural norms, including beliefs, customs, needs, values,attitudes, and language.[7-8]  \n## Characteristics of Successful Gifted Education Programs\n\n● Successful gifted education programs provide: intellectual peer interactions, flexible grouping, differentiationof curriculum and instruction, continuous academic progress, continuity of support services, and teacherswith specialized training in gifted education.[9]  \n● A meta-analytic study of gifted programs reported positive student outcomes with respect to their cognitive,affective, and social development.[10]  \n● There are limited data on gifted students’ program choicesand program satisfaction in secondary school. Inone Canadian study, gifted students in 3 types of specialized secondary programs (gifted, specialized science,International Baccalaureate) were highly satisfied with their academic programs and enjoyed opportunities tointeract with other highly able and motivated peers.[11]  \n## Literature Review (continued)\n\nFacilitating the Transition to Secondary School  \n● Gifted students require support when transitioning from elementary to secondary school. In a longitudinalstudy of the negative life events of gifted students, nearly half of the sample reported school transitions asamong their most stressful and challenging experiences.[12]  \n● Transition programs involving students and educatorsat both elementary and secondary schools can be helpfulfor addressing students’academic, social, and organizational expectations.[13-15]  \n## Equity Considerations\n\n● There is considerable evidence of disproportionalities in the composition of gifted education programs alongrace, class, and gender lines.[16-19]  \n● Increasing the number of underrepresented students in gifted programs requires attention to bothidentification and retention practices.[19-22]  \n○ Identification Best Practices: universal screening, multiple assessment measures, teacher training onhow giftedness is expressed in underserved populations  \n○ Retention Best Pra","cbCaifiC9A3saESW","https://ap.wps.com/l/cbCaifiC9A3saESW","pdf",1013719,44,"English","# Purpose and Scope of the Review\n## Literature Review\n### Definition and Models of Giftedness\n### Characteristics of Successful Gifted Education Programs\n### Facilitating the Transition to Secondary School\n### Equity Considerations\n## Review of the PDSB Special Education Plan - Gifted Component\n### Giftedness in the Ontario Context\n### Enhanced Learning at PDSB","[{\"question\":\"What is the purpose and scope of the review?\",\"answer\":\"The review updates Ontario gifted education context and literature trends, describes secondary gifted education pathways in the PDSB and nearby boards, assesses program fit for PDSB secondary students and families, and provides recommendations for future planning and improvement.\"},{\"question\":\"How does the report define giftedness in the Ontario context?\",\"answer\":\"Giftedness is treated as a special education need and categorized as an intellectual exceptionality, operationalized as unusually advanced general intellectual ability requiring differentiated learning experiences beyond the regular program.\"},{\"question\":\"What approach does the report describe for identification and placement?\",\"answer\":\"Ontario does not set standard gifted identification criteria. Many boards use group-based aptitude testing and students above a cut-off receive further individual assessment. Identification and placement decisions are made at the board level by IPRCs.\"}]","Secondary Gifted Education Program Review - Final Report | PDF",1791026123,111]