An untapped resource: middle school students' perceptions of their gifted and talented program

Abstract

The purpose of this descriptive study is to investigate gifted and talented middle school students’ perceptions of the program in which they participate. Twenty-two 7th and 8th grade students in the Chippewa Falls and Durand School Districts were interviewed individually with the aid of a self-created instrument in the spring of the 2001-2002 school year. The types of programs these students participate in include pullout, enrichment, and acceleration. All of the students in the Chippewa Falls gifted and talented program knew they were identified as gifted and talented. However, 27% in the Durand gifted and talented program were unaware they were gifted and talented. All of the students interviewed were satisfied with their program and gave good suggestions as in regards to improving their program. Lastly, recommendations for the participating school districts include: having a designated resource room and consistent time with gifted and talented resource teacher. Also, adding more curricular areas to the program.