The current proposal for  gifted education in the state of Virginia contains several components that could easily allow gifted services  to be weakened throughout the state. Currently, Virginia is recognized throughout the nation as having some of the foremost experts in the field of gifted education.  We are recognized as a state that supports our gifted students through state policies and through state oversight.    There are several items in the current proposal that are of concern to me as an advocate for gifted students.                

    The addition of an individual identification in the areas of social studies and/or science could cause many students who are already receiving services in these areas (because a dual identification in language arts and math has placed them in a whole day program) to lose  services because they may not meet the criteria for a subject specific identification.  Because science and social studies  are content based, students must be exposed to the basic content and concepts prior to being able to show giftedness in these areas.  It may be more effective to state in the policy  that students who are dually identified in language arts and math must receive opportunities to learn advanced content in social studies and science through integrated units which focus on helping students explore themes or central concepts.   Some programs currently provide opportunities for gifted students to learn  and to practice  the professional habits used by professional scientists and historians.  Having a separate identification in each of the core subject areas could limit the number of students who are able to participate in these content based opportunities.