local school districts to establish plans for identifying and selecting children who are academically talented and to develop under the plan a means of prescribing special programs for such children. The law. had further authorized the State Department of Education “to engage in research or experimentation consistent with the purposes of the act.” (1961)

North Carolina: The article establishes at the state level an administrative unit called the Division for the Education of Exceptionally Talented Children. In addition, at the local level it establishes eight district supervisors in each of the eight educational districts of the state. Their purpose is to oversee the development of programs for gifted children in the district, as well as providing consultation to local administrative units planning programs and developing curricula. The act further empowers the Division for the Education of Exceptionally Talented Children to conduct research studies which will "develop techniques, curricula and materials, especially applicable to exceptionally talented children,” and to recommend special books, materials, and other supplies to be purchased by the state for the implementation of the article. The article also requires local districts to submit to the Division a plan for programs for such children. In addition, the law provides for the establishment of five pilot centers for the purpose of demonstrating programs for the education of exceptionally talented children, the cost of such programs to be totally assumed by the state. These pilot centers are on an experimental basis and are subject to reexamination by the state board of education. (1961)

Oklahoma : The school districts are authorized to provide special education necessary for exceptional children as defined. Two or more school districts may establish cooperative programs of special education for exceptional children when such arrangement is approved by the State Board of Education. The county superintendent of schools of any county may establish and maintain a special education program, with the approval of the State Board of Education, and county funds may be expended for such purpose. Any school district or districts located wholly or in part in a county may participate in any such program so established by the county superintendent of schools and shall have authority to contribute school district funds, either directly or by reimbursement to the county participating in such program. (1970)

The 1969 law deleted the prohibition against use of special education funds for teaching units or classes consisting of gifted children. (1969)

Oregon: The statutes allow school districts to submit to the Superintendent of Public Instruction “a written plan for the improvement of instruction or curriculum for educationally able and gifted children enrolled in its schools or residing in the district." In approving the plans, the Superintendent shall consider:

(a) The adequacy and type of program proposed.

(b) The number of children who will benefit by the proposed program.

(c) The availability of personnel and facilities in the school district or districts.

(d) The need for such a program in the district or districts. (e) Whether the plan meets the requirements of the statutes. (f) Any other factors which will help accomplish the purposes of the statutes.

The statutes permit the Superintendent to spend up to $25,000 per fiscal year "to provide supervisory and consultant services to school districts with approved plans.” (1965)

Rhode Island: Programs for gifted and talented children are basically determined by the local school district in consultation with area advisory committees and the Commissioner of Education. (1958)

South Carolina: “Each accredited high school in this State shall provide an accelerated program of study whereby any student who demonstrates sufficient ability shall upon approval of the administrative head of such school and of the parent, guardian, or other lawful custodian of such student, be allowed to undertake such courses of study as will allow the student to graduate at the end of 11 years of primary and secondary schooling.” (1958)

Washington: The law establishes in the Office of the State Superintendent of Public Instruction a Division of Special Education for Students of Superior Capacity. The title further authorizes the State Superintendent to "administer a program to improve the education of students of superior capacity," and also to conduct, coordinate, and aid in research (including pilot programs), disseminate information to local school districts, and allocate supplementary funds for excess costs when appropriated for this purpose by the legislature. Local school districts are permitted either separately or jointly to (1) establish and operate special, seminar or augmented programs of education for superior students; and (2) establish and operate in conjunction with any institution of higher learning, joint programs of education for superior students. (1961)

West Virginia: The school law establishes a Division of Special Education under the state superintendent. County boards of education throughout the state having five or more exceptional children of specified types may establish and maintain special schools, classes, hometeaching, or visiting-teacher services in order to provide for educating exceptional children between the ages of three and twenty-one who are educable, but who differ from the average or normal in physical, mental, or emotional characteristics to the extent that they cannot be educated safely or profitably in the regular grades of the public schools, and for whom special educational provisions need to be made in order to educate them in accordance with their capacities, limitations and needs. (1971)


Alaska : "The commissioners of education and health and welfare shall establish an advisory committee, the function of which is to provide information and guidance for the development of appropriate special education programs and services for exceptional children. Membership of the advisory committee shall include, but not be limited to, persons representing local education agencies, state agencies, parent groups and organizations concerned with programs and services for exceptional children." (1970)

Delaware: “The governor shall appoint an advisory committee on the needs of exceptional children to serve in an advisory capacity to the State Board of Education ..." (1957)

Illinois: This article creates a seven member Advisory Council on the Education of Gifted Children, appointed by the State Superintendent of Public Instruction, whose members hold office for 7 years. Members are to be selected on the basis of their knowledge of or experience in problems of the education of gifted children. The purpose of the council is to serve as an advisory unit to the Superintendent of Public Instruction regarding all rules and regulations promulgated by the Department of Public Instruction and related to gifted children, as well as program plans in local school districts. The council is to also approve plans by the Superintendent of Public Instruction for the conduct of demonstration centers, experimental projects, and institutes in the field of education of gifted children. Members of the council shall serve without compensation, but are entitled to "reasonable amounts for expenses necessarily incurred in the performance of their duties.” The Superintendent of Public Instruction is to designate an employee of his office to act as executive secretary of the council and to furnish all clerical assistance necessary. (1965)

Massachusetts: This section authorized the creation of an Advisory Commission on Academically Talented Pupils for the purpose of conducting a comprehensive study of programs for such children in Massachusetts and plans for the development of such programs. The Commission was then to report to the legislature the results of its study and its recommendations together with drafts of legislation necessary to carry out the recommendations. The law further stipulated that the Commission be provided with quarters by the Department of Education and that they may travel within and without the Commonwealth, hold hearings, and expand funds for expert, clerical, and other services. The Commission was to present its report to the legislature before June 30, 1967. (1964)

Minnesota : This 1959 law created an Interim Commission on the Problems of Mentally Retarded, Handicapped and Gifted Children. The purpose of the Commission was to consider the problems related to gifted children including, but not limited to, the “(1) improvement of consultation and field services to aid local communities in developing more adequate programs and facilities for gifted children; (2) extension and improvement of services and facilities for gifted children in rural areas; (3) improvement and coordination of testing, screening, reporting, identification and census programs in the schools for school children, and by public health and other agencies for the pre-school child; (4) improvement of diagnostic facilities (medical, psychological and educational) as a basis for improved child understanding and better education; (5) improvement of programs for the training of teachers and other professional workers; (6) research as a basis for evaluation and improvement of the existing program and for long-range planning; (7) development of resources for the educational training of gifted youth; (8) improvement of parent consultations and services relating to family planning.” The Commission was given further authority to appoint advisory committees. Members of the Commission are to serve without compensation. (1969)

Rhode Island: The Commissioner of Education is to create a Rhode Island area advisory committee, "consisting of one (1) superintendent of schools from each of the areas of the state determined by the Commissioner of Education; three (3) representatives-at-large from the Superintendents and Assistant Superintendents of the State; and the President of the Rhode Island Superintendents' Association."

The members of the committee are to serve without compensation but may be reimbursed for necessary travel expenses. The Commissioner is to provide all technical, clerical, and other assistance needed by the committee.

“It shall be the duty of the area advisory committee to recommend to the Commissioner of Education: (a) programs within a school for gifted and talented children; (b) area programs for gifted and talented children; and (c) outside school programs for gifted and talented children, provided, however, that no city or town shall participate or be required to participate in such programs without the affirmative vote of the respective school committees.

“The area advisory committee shall annually make a report of its activities for the preceding fiscal year to the governor, the board of education and the Commissioner of Education.” (1958)


Alaska: "Final certification of a student for special services is the responsibility of the commissioner. The child shall undergo evaluation as defined by regulation of the department by qualified personnel for the purpose of determining whether or not the child is capable of receiving benefit from enrollment in a special education program. If determined eligible and capable of receiving benefit, and upon approval of the application by the commissioner, the child shall be recommended for enrollment." (1970)

California : "The general intellectual ability of a minor shall be evidenced by one or more of the following factors:

(a) Achievement in schoolwork. (b) Scores on tests measuring intellectual ability and aptitude.

(c) The judgments of teachers and school administrators and supervisors who are familiar with the demonstrated ability of the minor.

The general intellectual ability of a minor determined to be culturally disadvantaged shall be evidenced by criteria developed for such purpose by the State Board of Education. In no event shall the general intellectual ability of a minor determined to be culturally disadvantaged be evidenced solely by the criterion of subdivision (b)." (1968)

Florida : No child shall be given special services as an exceptional child until he is properly classified as an exceptional child. A copy of the report certifying to the child's condition shall be kept on file in the principal's office. No child shall be segregated and taught apart from normal children until a careful study of the child's case has been made and evidence obtained which indicates that segregation would be for the child's benefit or is necessary because of difficulties involved in teaching the child in a regular class. The principal shall keep a written record of the case history of each exceptional child available for inspection by school officials at any time. (1971)

Kansas: “In order to render proper instruction to each exceptional child, the school district shall certify exceptional children in accord


ance with the requirements set up by the state division of special education and shall provide examinations for children preliminary to making certification. The examinations necessary for the certification of exceptional children shall be conducted by persons certified by the state division of special education. The result of such examination shall be furnished to the teacher who is responsible for the training of such a child.” (1949)

North Carolina: În North Carolina an “exceptionally talented child" must meet the following criteria: (a) a group intelligence quotient of 120 or higher, (b) a majority of marks of A and B, (c) average or better emotional adjustment, (d) achievement at least two grades above the state norm, or in the upper 10 percent of local norms of the administrative unit, and (e) referral by school teachers and administrators. Section 115–310 states that "the director shall recommend and the State Superintendent appoint, with the approval of the State Board, a supervisor for testing and pupil classification who shall, in cooperation with existing testing and pupil classification services of the Department of Public Instruction, be charged with the responsibility of testing and evaluating all children in the public school system for the purpose of identifying the exceptionally talented children. Said supervisor shall be a person well trained and professionally qualified to carry out this responsibility. In addition, the director shall recommend and the State superintendent appoint with the approval of the State board, such specialists as may be necessary for adequate counselling and identification of such exceptionally talented school children throughout the State; and the State shall provide necessary funds for office expenses and travel for the conduct of their work.” (1961)

West Virginia: Each child prior to being placed in a special class, hometeaching or visiting teacher program shall be examined by appropriate medical specialists and/or psychologists who shall report to the county superintendent of schools. (1971)


California: The Superintendent of Public Instruction may apportion to each applicant school district an amount equal to the total excess expense incurred by the school district in providing a program up to $40 for each pupil participating in the program for one school year. Apportionments made during a fiscal year are limited to 2 percent of all students. (1967)

The school district may apply to the Superintendent of Public Instruction for an advance apportionment for the purpose of defraying expenses incident to the initiation of a program including the identification of minors eligible to participate in the program. (1961)

Connecticut: This law provides that districts providing special education in accordance with State regulations shall be reimbursed for two-thirds of the excess cost of the program. In computing excess cost, school districts may include costs of personnel, equipment and materials, transportation, special consultant services, and rent. (1967)

Delaware: The State of Delaware reimburses local special education programs on a unit basis. A normal unit in the State is 25 pupils; for

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