There are fourteen (14) NAGC Divisions established to address and examine special issues and concerns related to the primary emphasis of that Division within the NAGC.  Each Division supports the mission, purposes and goals of the NAGC through its activities.  Divisions will be responsible for screening and selecting proposals, and scheduling sessions for their own strands at the NAGC Annual Convention.

You may join any or all of the NAGC Divisions and participate with colleagues in working on issues of special interest to you.  Division membership costs $10 per Division per year. Division membership fees are not pro-rated and they run concurrent with NAGC membership.  You must be a NAGC member to join Divisions.  Please indicate on the membership application which Division(s) you would like to join and enclose the additional fee with your dues remittance when you become a new member or renew your NAGC membership.

Each Division shall elect its own Chair. Division Chairs are responsible submitting a yearly plan of action that defines the major activities of the Division, budgetary allocations, and the Division newsletters. Click here for a list of the current Division Chairs and their contact information.

Divisions may post individual Web sites, click here to view the list of Divisions with Web sites or click on the hyperlink on the Divisions name below. If there is no hyperlink for a Division then there is no current Web site for that Division.


The 14 NAGC Divisions are listed below:

ARTS: focuses on concerns of characteristics and needs of the artistically gifted and talented student and the role of the arts in the education of all gifted individuals.

COMPUTERS AND TECHNOLOGY: attends to the use of technology in educating the gifted.

CONCEPTUAL FOUNDATIONS: addresses the foundation issues, theories, and concerns of educators in developing curriculum and programs for the gifted.

COUNSELING AND GUIDANCE: recognizes the critical need for attention to affective issues of the gifted individual; fosters planning and implementation of systems and services for meeting these social and emotional needs.

CREATIVITY: addresses the curricular dimensions of creativity for all gifted students and the specific identification and program.

CURRICULUM STUDIES: focuses on issues, models, and practices related to the development, implementation, and evaluation of curricula for the gifted.

EARLY CHILDHOOD: specifies the needs and interests of the preschool/primary gifted learner, the programs and parent support needed for these students.

GLOBAL AWARENESS: develops an appreciation of and active participation in universal ethical, political, social, economic, and educational concerns.

MIDDLE GRADES: addresses the concerns of middle grades leaners and educators by addressing the areas of curriculum, instruction, research, and communication.

PARENT AND COMMUNITY: stresses the roles and responsibilities parents and other community members have in advocating for gifted students.

PROFESSIONAL DEVELOPMENT: addresses the concerns of staff development, preservice and inservice preparation, as well as development of leadership and the role of administrators in gifted education.

RESEARCH AND EVALUATION: addresses the issues, instruments, and methodology necessary to describe, assess, and advocate for educational experiences and programs appropriate for gifted students.

The R&E Web site is currently under construction please check back later.

SPECIAL POPULATIONS: focuses on concerns of identification, curriculum, and evaluation of those gifted students who represent minority and underrepresented groups.

SPECIAL SCHOOLS AND PROGRAMS: addresses the need of gifted and talented students served in a variety of alternative settings. The division is dedicated to promoting alternative, experimental and comprehensive services to gifted individuals beyond the scope of traditional settings.

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National Association for Gifted Children
1707 L Street, N.W. - Suite 550
Washington, DC 20036
Telephone: (202) 785-4268
Facsimile: (202) 785-4248
Email: nagc@nagc.org

© 2004 NAGC