Consistently, American Indian, Alaska Native, and Native Hawaiian students are left out of gifted education studies, literature, and conversations; even those that focus on racial equity. They often become the “American Indian research asterisk.” It is incumbent upon us to try different methods to see this population of gifted students.
Lauri Kirsch, Shelagh Gallagher, John Segota  
Type III Enrichment in The Enrichment Triad Model (Renzulli, 1979) is considered to be the highest level of advanced work that students can pursue.  It is defined as “individual and small group investigations of real problems;” and real problems are characterized by four criteria. The work must include this criteria or it is not Type III Enrichment.
Well, it’s the most wonderful time of the year here in Washington, DC! No, not the holiday season, but budget season! For those keeping track at home, the Federal Government has been operating on a continuing resolution since September 1, 2021--the end of the fiscal year for the government--and like the status of most of my library books as a kid, a new federal budget has been long overdue. For gifted advocates, now is a good time to speak up to make a difference.
Ann Fabe Isaacs, the founder of NAGC, was a passionate supporter of gifted children and a highly effective leader. She started and ran two non-profit organizations, raised a family, painted, and wrote music.