Needs Assessment Questionnaire

Rate the statements that follow in two ways. The first rating relates to the strength of a particular
program as you see it in the school. The second rating refers to the way you think the program
should be. Program need will be determined by subtracting Rating 1 from Rating 2. For
programs that are presently weak, but are determined to be strengthened, important preferences
will be set as first priorities.
Rate 1 if you STRONGLY DISAGREE with the statement
Rate 2 if you DISAGREE SOMEWHAT with the statement
Rate 3 if you are UNDECIDED as to whether you agree with the statement or not
Rate 4 if you AGREE SOMEWHAT with the statement
Rate 5 if you STRONGLY AGREE with the statement

Question
1. In general, the needs of gifted children in
the school district
are being met.
2. The attitude of most teachers toward the
gifted child is positive and helpful.
3. The program provides individualization of
curriculum for gifted children.
4. Special enrichment opportunities are
provided for gifted children.
5. Classes that teach creative and critical
thinking are available.
6. The school has appropriate guidelines for
determining early entrance to kindergarten.
7. The school has appropriate guidelines for
determining subject- or grade-skipping.
8. The school provides for the needs of the
underachieving gifted child.
9. The special social-emotional needs of
gifted children are being addressed.
10. The special needs of the highly creative
child are being met.
11. The school provides for the needs of gifted
and talented girls.
12. The school provides for the needs of gifted
and talented underserved children (e.g.,
minority, poverty).
13. The school includes parents in the
planning and guiding of gifted and talented
children.
14. Teacher-education opportunities in the
area of gifted and talented are provided for
the teaching staff.

NOW
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FUTURE
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15. The administration supports education of

the gifted and talented.

5 1
5

Source: Chapter 4, Program Planning, Education of the Gifted and Talented, Sixth Edition,
Pearson, 2011, p. 101.