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History of Gifted Education from 1900 to Today
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First IQ Test
French psychologists, Alfred Binet and Theodore Simon produced the first true intelligence test. The test was originally designed to measure children's intelligence and cognitice abilities according to their age. Binet and his colleagues were curious if the test questions could determine a person's future success as well. This standardized exam, modified over time, was so effective that it is still used today for determining gifted placement in schools, among other clinical uses. -
Terman and Hollingworth
Stanford University's Alfred Terman revised the French test to accommodate both children and adults. The "new" test became known as the Stanford-Binet. His search for highly gifted individuals became the greatest initial achievement of the gifted child movement. Terman worked with the U.S. Army during WWI to identify those worthy of officer training. Fellow pioneer, Leta Hollingworth, took the research one step further with the goal of developing advanced educational strategies for the gifted. -
SMPY
Housed out of Johns Hopkins University, SMPY pioneered the concept of using the SAT exam to identify 7th graders with exceptional mathematical reasoning abilities and provide them with rigorous academic opportunities. This study paved the way for today's talent searches and competitive educational supplementation. -
CTY
The Center for Talented Youth took over the Johns Hopkins talent search which later grew to include students with exceptional verbal abilities. Enrollment increased dramatically and by 1983 summer courses were offered on 23 major college campuses. The program remains strong today, as it has continued to follow alumni in an effort to identify effective interventions for gifted students. -
Gardner's theory
Gardner's Theory of Multiple intelligences included at least 8 types of intelligences. Gardner argued that intelligence is made up of a blend of modalities and not just a single ability. Giftedness in these areas is not easily identifiable through multiple choice exams but rather through observation and interactions with the child. Gardner's work has encouraged others to think of giftedness in a broader context, yet critics believe there are too many grey areas and a lack of empirical evidence. -
Renzulli
Renzulli challenged the traditional gifted model with his 3-Ring concept. He states that gifted behaviors are formed at the intersection of above average ability, task commitment and creativity. Students who have sufficient levels of these traits require supplemental opportunities beyond the regular classroom. In recent years Renzulli has shifted research to account for personality and environmental factors. Renzulli's theory has been a dominant model in the field for over 30 years.
