What plays a primary role in decisions regarding the delivery of services to gifted students?

The selection of identified individual characteristics of the students as the primary factor in decisions about service delivery to gifted students is based on the understanding that each gifted learner is unique. Gifted students often have specific strengths, interests, learning styles, and social-emotional needs that can significantly influence how they should be taught and supported.

Recognizing these individual characteristics allows educators to differentiate instruction, create personalized learning experiences, and implement strategies that foster the development of each student's talents. Approaching educational services through the lens of individual characteristics ensures that the programs are not just one-size-fits-all but are tailored to maximize the potential of gifted students based on who they are as learners.

In contrast, while standardized testing results and curricular goals are important, they often do not capture the full breadth of a gifted student's abilities and interests. Teacher experience with gifted education is certainly valuable, but it primarily contributes to understanding how to implement services rather than defining the actual needs of the students. Therefore, prioritizing individual characteristics allows for a more holistic and effective approach to meeting the diverse needs of gifted learners.