NCDPI AIG Resources

Academically & Intellectually Gifted (AIG) Wiki

Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.

Academically or Intellectually Gifted Website

In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, adopted July 2009, as a guide in the development of local AIG programs. The SBE approved NC AIG Program Standards provides a statewide framework for quality programming, while honoring local context.

North Carolina Academically or Intellectually Gifted Program Standards

The NC AIG Program Standards were approved by the State Board of Education on July 9, 2009. These new AIG Program Standards will play a critical role in the development of the local AIG programs and plans for 2013-2016. The NC AIG Program Standards were approved as State Board of Education Policy in December 2012 with technical corrections as the official guidelines for the development of local AIG plans.




Professional Associations

National Association for Gifted Children

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports)

NAGC Position Statement: Fine Arts Education

NAGC supports the principle that arts education is an essential component of a sound program leading to the achievement of fundamental educational goals. Further, NAGC encourages the identification of and provision of services for artistically gifted students, as well as the integration of fine arts education into programs for the gifted for the benefit of academically gifted students.



University Centers & Institutes




Interesting Reading on Giftedness in the Arts

Duke Digest of Gifted Research: Creativity

The Digest of Gifted Research (formerly Duke Gifted Letter), published by the Duke University Talent Identification Program, is a trusted resource for research-based information about raising and educating academically talented children.

Catching Up with Gifted Kids

Ellen Winner
Stories of extravagantly gifted toddlers, from Wolfgang Mozart to John Stuart Mill, have astonished and delighted, perhaps sometimes disturbed, us. In our era of righteous egalitarianism, we have reacted to that rarest of children, the genuine prodigy, with an uneasy mixture of affirmation and denial, an uncertainty reflected in a school system that rarely makes room for the extremely gifted.

Gifted Children: Myths and Realities

Ellen Winner
See Chapter 4 on Artistic & Musical Children



Interesting TED Talks

Susan Cain: The Power of Introverts
In a culture where being social and outgoing are prized above all else, it can be difficult, even shameful, to be an introvert. But, as Susan Cain argues in this passionate talk, introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated.

Jarrett J. Krosoczka: How a boy became an artist
When Jarrett J. Krosoczka was a kid, he didn’t play sports, but he loved art. He paints the funny and touching story of a little boy who pursued a simple passion: to draw and write stories. With the help of a supporting cast of family and teachers, our protagonist grew up to become the successful creator of beloved children’s book characters, and a vocal advocate for arts education. (Filmed at TEDxHampshireCollege.)