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Early 1900s: Development of Intelligence Tests (IQ)
The development of standardized intelligence tests, notably the Stanford-Binet Intelligence Scale by Lewis Terman in the early 20th century. These tests provided a quantitative measure of cognitive abilities, allowing educators to identify students who were gifted. Unfortunately it only focused on one way to measure intelligence limiting scope of giftedness. -
1954: Formation of the National Association for Gifted Children (NAGC)
The NAGC was established to advocate for gifted education. It also provided resources for educators, parents, and policymakers. Its formation was a good step in recognizing the unique needs of gifted students. It also helped establish best practices for teaching, and helped build community dedicated to enhancing educational opportunities for gifted students. -
1967: Guilford's Structure of Intellect
J.P. Guilford proposed a multidimensional model of intelligence, outlining 120 different kinds of intelligences. This theory challenged the traditional view of intelligence. It incompesis a lot more than just IQ, like creativity, social intelligence, and much more. Guilford's work laid the groundwork for future research into diverse abilities. It also helped show the need for education that cater to different types of learners. -
1983: Gardner’s Theory of Multiple Intelligences
Howard Gardner introduced the theory of multiple intelligences. He proposed that intelligence is not a single entity but rather a combination of many, such as linguistic, logical-mathematical, spatial, and interpersonal intelligences. This theory encouraged educators to recognize diverse talents and adjust teaching methods to engage all students effectively. -
1988: Jacob K. Javits Gifted and Talented Students Education Act (PL 100-297)
This act provided federal funding to support programs for gifted students. It also focused on research and development of new and improved educational strategies. The Javits Act tried to level the playing field for the underserved populations. It gave access to gifted education, promoting equity in educational opportunities and encouraging schools to use more inclusive practices. -
2001: No Child Left Behind Act (PL 107-110)
The No Child Left Behind Act mandated that all students reach proficiency in core subjects. While aimed at improving educational outcomes for all students, the act often limited opportunities for gifted and talented students. This highlighted the need for differentiated instruction and advocacy for gifted programs. This is still being worked on today.