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.
During my time as a psychiatrist helping advanced students, much of the work was addressing a hope for recognition — a desire to be seen and understood by others. Not recognition for achievements, though that was welcomed, but recognition as persons with legitimate claims to valued societal membership. In my view, this desire for recognition arises from what seem to be the two truly universal human characteristics. Responding to the needs for recognition of indigenous students and students of color, referred to by the shorthand phrase BIPOC, is an essential task.