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Gifted Placement

Ontario Ministry of Education defines giftedness as an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided. Learn more about the definition of giftedness from the Association for Bright Children of Ontario (ABC Ontario).

Your child must be identified as gifted by an Identification, Placement and Review Committee (IPRC) in order to be placed in a gifted placement. Durham District School Board (DDSB) provides placement options for gifted students between Grades 4 and 12.

  • Remain in their regular class placement at their home school with accommodations provided by their teacher
  • Enter a self-contained class with other gifted students

Gifted assessments

You can nominate your child for a gifted assessment if you think they exhibit above average ability, creative thinking or can make broad connections to seemingly unconnected things. You can only nominate your child for assessment a maximum of 2 times with the DDSB. There are group and individual assessment options. If your child passes the gifted assessment, they won't need to write it again. We review placements during the spring each year.

Parents and educators can nominate students to participate in the Canadian Cognitive Abilities Test (CCAT). We send out nomination forms with all Grade 3 students each year in early September. If your child is in Grades 4 to 12, you can request a nomination form from their school's Special Education Resource Teacher (SERT) in early September.

Between mid-October and mid-November, the SERT will notify you of your child's assessment date. Testing is done in a group setting. We will send home the test results in mid-January to early February.

If your child scores within the 95th and 97th percentile in the group assessment, they can take an individual assessment with a member of DDSB's psychological services.

You may seek a private assessment from a licensed Psychologist or Psychological Associate who can administer a standardized measure of cognitive development, e.g., Wechsler Intelligence Scale for Children, Stanford-Binet, Woodcock-Johnson. If the same test is used by the Practitioner as was done by DDSB staff, there should be a waiting period of at least nine-months to minimize practice effects and to ensure validity of results. The DDSB will need to approve such private assessments. Contact the gifted placement facilitator or speak to your school’s Special Education Resource Teacher to obtain the consent form and processing information.

The DDSB does not endorse any specific Psychological Services providers in the community.  If you are interested in private testing, please do a Google search of local Psychologists (in your area) to see which ones provide "Psychological Assessment or Testing". You also can check the Ontario Psychological Association website (www.psych.on.ca/) for names of local practitioners.

The criteria for gifted assessments vary between school boards.  If your child received an assessment through a different school board prior to potential placements we will review the documents. Contact the gifted placement facilitator for more information.

Supporting Gifted Learners

If your student meets the criteria for an identification of Intellectually Gifted families will be invited in the Spring to participate in an Identification Placement and Review Committee (IPRC) meeting to discuss the placement opportunities available in the DDSB for students who meet the criteria for Gifted.

Reg 181/98 States:

17. (1) When making a placement decision, the committee shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with appropriate special education services;

(a) would meet the pupil’s needs; and

(b) is consistent with parental preferences.

Students who meet the criteria to be identified as Gifted will be recommended for one of the following placements:

Home School Placement – Regular Class with Indirect Support

Students who meet the criteria for an identification of Gifted may remain in their home school and be supported through the creation of an Individualized Education Plan (IEP).  An Individual Education Plan (IEP) is a written plan that describes special education programming, accommodations and services that the school board will provide for the student. The strategies and supports outlined in the IEPs are based on a thorough assessment of the student’s strengths, interests, and needs.  Students supported in the mainstream gifted program will have access to the following:

  • Opportunity to remain at their home school
  • An Individual Education Plan (IEP)
  • Opportunity to participate in school based and central experiences and events for students who are gifted
  • Opportunity to engage with other students with a gifted identification in their school (if applicable) and the DDSB
  • Receives direct instruction from a mainstream classroom teacher, who receives specialized consultative services from a Special Education Resource Teacher, Inclusive Student Services Staff (if applicable) and Instructional Facilitator supporting gifted education.

Special Education Gifted Class Placement

Students who meet the criteria for an identification of Gifted can be considered for placement in a special education gifted class – full time.  

Students supported in the special education class full time with have access to the following:

  • Opportunity to attend a school offering gifted programming that is as close to their home school as possible
  • An Individual Education Plan (IEP)
  • All students in the class will also have an identification of Intellectual Gifted
  • Opportunity to participate in school based and central experiences and events for students who are gifted
  • Opportunity to engage with other gifted students in their school and in the DDSB
  • In school programming support from the Special Education teacher, Inclusive Student Services Staff (if applicable) and Gifted Facilitator

To be recommended for placement in a Special Education Gifted Class, a student must meet the criteria to be identified as an exceptional pupil - Intellectual - Gifted by an IPRC. The IPRC will consider all relevant assessment and student data when making a recommendation for placement.  

Students who require differentiated learning experiences of depth and breadth beyond those normally provided in the regular school program will be recommended for a Special Education Classroom Placement. 

Students who are considered for Special Education Class placements may also meet one of the following criteria: 

  • Show a clear need for enrichment opportunities and/or alternative programming (such as advanced thinking skills or self/peer awareness) that requires differentiated learning experiences with greater depth and breadth than those typically offered in the mainstream program to meet the student’s educational potential.
  • Show evidence of significant challenges in interpersonal relationships, social interactions, and/or emotional development within the school environment.

If, after considering all of the information obtained by the IPRC committee, they are satisfied that placement in a regular class would meet the pupil’s needs and is consistent with parental preferences, the committee shall decide in favour of placement in a regular class with indirect support. O. Reg. 181/98, s. 17 (2).

Gifted students should make up about 2% of the overall population, so it isn't possible or practical for every school to offer self-contained, full-time gifted classes.

Additional information about giftedness

Here are some additional resources for gifted learners, parents and educators:

ABC Ontario works to increase the understanding and acceptance of bright and gifted children at home, at school and in the community. It is an advocacy group for parents and students and offers workshops, resources and conferences on gifted issues.

Edgo promotes gifted education throughout Ontario. It has information and resources for teachers, parents and students and offers an annual conference in the fall. Of special interest is the recommended reading list.

Hoagie's Gifted Education page is an “all-things gifted” resource guide with resources and links for parents, educators, counsellors, kids and teens.

Gifted Child Today magazine is an excellent publication for parents of gifted children. They provide several sample articles on relevant topics.

The Renzuli Center at the University of Connecticut is a top institution for research into giftedness and the Renzuli model of enrichment studies.

The National Association for Gifted Children offers resources and support for educators, parents and administrators working with gifted children. This includes conferences and events as well as advocacy groups.

Contact Us

Gifted Program Facilitator
Helen Cavano: 905-666-5500 Ext. 5346
Email Us