According to the Board of Education, academically or intellectually gifted students are students that perform in high levels of accomplishment, which are compared to their age, experience or environmental group. To further educate, I will discuss different perspectives, the cost of educating a AIG student and the education that is required to teach the student. The purpose of the AIG program is not to make the more work for the student but to go deeper into the subject of the specialization.
Different perspectives: the school board realizes there are gifted students in many of the schools across the United States and the school board also doesn't have the necessary funds to continue the program to the extent to which they want it to.. All schools
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I believe that the AIG program limits all children,even the current AIG student. To hold one child above the rest is that not wrong. Use this scenario, Is it not wrong to tax the black man more than the white man. A child is not defined by his IQ score, for it is just a number. A child should be able to determine if they wants to be an AIG student or not.
Interviewer:”wouldn't every child want to be an AIG student?” answer went as followed: “No,why would a child who hate’s school and is forced to come to school choose to have more in-depth study’s. why would a child set their self up for work he didn’t want in the first place. No child would choose to fail their self in school, that would just be foolish.”
2nd interview anonymous: interviewer, “what are your view on how AIG student are selected?”
Answered as followed: “I believe that the way they are selected is biased, it calls for a test that shows where a student excel their subject.I believe that each person is different, some people get nervous when they take tests and what if this is the test that makes them nervous and they fail but yet do so profoundly in the
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They spend more time getting there work done than whining about it. They have set hour and manage the time in the day and know what they are to do at a certain time of the day. They do all assignments full of hope and wisdom. and always on time.” interviewer: “What do you think of an AIG student?”
Answer as followed: “ I think that they should be proud of the achievements in life. That its a honor to be recognized as an AIG student and Its not something that is easily achieved.It should not be determined by a test, it should be determined by the scores they make in class and judged by their teachers,since they spend most of the day with them. That the student has the capability to go far in life. It makes me feel bad for the students that are missed and are not able to be test and are passed by because of where they live. Students that are academically or intellectually gifted are gifted in certain fields of study which that they excel in. AIG students are educated in various ways but the best way is to focus on their needs first, then decide which form is best to help them to succeed. In several cases, AIG students are not introduced to education for them to succeed and which sometimes in unpopulated areas they are over-looked and most schools do not specialize in that
... a tedious process, but the change can have immense, positive effects for the future college student. The ACT and SAT that supposedly measure a student's learning potential through multiple-choice questions should be replaced by a test of a student's desire to learn determined through the analysis of essays, recommendation letters, and school or community involvement. This change can result in a more academically motivated freshman class. Standardized testing in its current form does not accurately measure most students' learning potential. It does not allow for diversity and creates a huge hurdle for many potential academic achievers. An adjustment to a diverse, open testing format of the ACT or SAT and a stress on the student's other academic accomplishments can accurately measure the student's desire to learn, therefore measuring the student's learning potential.
We do have our gifted population. We have a very small group of students that are advanced—we advance them in math. So they’re taking math courses a year ahead of where their grade level is. And we have, of course, our identified tier 1, tier 2, and tier 3 students. Tier 3 probably needs some work, but we do have some additional student that we give more intense and more often interventions to. But we have our [tier] groups that we work with at an identified time each day, and they’re made up mostly of our tier 1, tier 2 kids. But our tier 3 kids do go to special education teachers during tier time. Anything specific I’m missing there that you’d like to ask
Most gifted students have a wide range of interests. Type I enrichment will expose Jaeda to new ideas and exciting topics which will help her discover new areas of interest. Type II enrichment aims to develop cognitive and affective processes. Jaeda will be able to pursue additional training in her chosen area of interest. She will be able to engage in creative thinking and problem solving which will help her to find answers to all the questions she might have about that topic. Since students are expected to work in groups in Type II enrichment, the teacher can also use this opportunity to build on Jaeda’s team work skills. Type III enrichment is only offered to students who have interest and ability for task commitment. If Jaeda is able and willing, she could take on the role of a first hand inquirer (Renzulli and Reis, 1997). She could investigate real world problems and create an authentic product or service. This will help to develop self directed learning skills which would be beneficial not only for high school but also for her life long learning. Teacher can look for opportunities in both Type II and Type III enrichment to help Jaeda develop her leadership skills, for example, Jaeda could share her original work with an audience or teach some newly acquired knowledge to her
This statement leads me ro beleive that the students who fail actually realize in the "real world" life is not something you take for granted.
When looking at learning disabilities, communication disorders and giftedness, you would not normally think a gifted student as needing special services. Unfortunately so much time is spent on disabilities that the gifted student can be forgotten about. That is why the federal government does include the gifted with special education. In all three situations, intervention is needed to ensure that the students get the most out of their educational experience. Hopefully, as schools get more accustomed to dealing with inclusion and meeting the needs of the disabled, they will spend more time, identifying and helping the gifted.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
... placing children in special education costs money and resources that are already scarce. In order to provide the best education for all students, teachers must be careful to refer only those who are truly disabled and not simply different.
Under federal law, there is presently no right to gifted education. Gifted education in Pennsylvania is individualized instruction provided, for free, to qualified students in school in accordance with an agreement between the Parents and the school district called a Gifted Individualized Education Plan (GIEP). The GIEP is an individualized plan of gifted services that students are legally entitled to. “Mentally gifted” is defined by Pennsylvania’s gifted education regulations and means, “outstanding intellectual and creative ability the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.” The student to be not only smart, but also has to need special instruction in school beyond what is otherwise offered in order to develop special skills. Students may be considered “gifted” and have an IEP (dual exceptionalities). A district cannot categorically eliminate all gifted services in one of its schools. If a student has outstanding intellectual or creative abilities that cannot be developed through the courses of instruction offered generally by the school, (to include AP/honors/advanced classes), they are entitled to individualized gifted services.
Stacy was recently interviewed and reported she is currently stressed with school and work. As a full time college student, she has two part-time jobs and finds it difficult to balance going to school and working. She often feels overwhelmed and feels like she needs a break from everything. She reported that she does not get enough sleep and stays up most night finishing school assignments. On average, she gets about five and a half hours of sleep at night. Stacy is also stressed about receiving a number of parking tickets due to the difficulty of finding parking when commuting to school. She does not report any emotional, psychological, or physical problems. She has developed within normal expectations for a female. She reported she does not have a lot of time to spend with friends but during the summer she will get more time. She does not have a significant other and enjoys being single. She reported no history with any substance or alcohol use. When asked how she described herself she reported she was independent, outgoing, and
The Local Education Agency also known as the LEA is the company that makes these rules and they have a challenging, demanding, and relevant curriculum and instruction. When an appropriately differentiated education is not provided, gifted learners do not thrive or better themselves. Also, AIG programs help create partnerships with parents or families that are intentional or meaningful to support the AIG students needs. Each and every year the LEA records and collects data from student graphs and quizzes to make the program better, and better each and every year. Another way to tell if a student is an AIG student is if they are willing to do anything that the teacher asks so that they can better their grades. One good thing about being an AIG student is you do not have to pay to be educated because it only applies for k-12 students. Also, it looks really good on your college files and you are more likely to get accepted to the college of your choice. Every school tries their hardest to provide an environment in which each student has a positive relationship with the
Gaps in achievement between minority and non-minority students of all ages, especially in gifted programs have become a central problem in the field of education, especially in South Carolina and have been growing steadily over the past decades. Policies, practices and even bias factor into the selection or identifying of gifted students. The National Association for Gifted Children (NAGC) defines giftedness as a student whose intellectual abilities, creativity, and the potential for achievement is outstanding that the student’s needs exceed differentiated general education programs and requires specifically designed instruction or support services (NAGC, 2018). Federal laws like No Child Left Behind Act of 2001 (NCLB, 2002) mandated that all
(Paula Olszewski-Kubilius ND Ch.7 Talent Searches and Accelerated Programming for Gifted Students) Considering other authoritative studies and accelerated programming for child prodigies and the outcomes that followed, the validity of this research’s assertion that child prodigies are able to manage and ameliorate themselves from their university study was reassured.
This is about how teachers can challenge the gifted student in a regular classroom setting.
...litate intellectual and social growth due to the inherent flexibility which adequately accommodates for diverse learning styles. High ability learners deserve the same amount monitoring and guidance as underachieving students. Gifted programs are targeted at rendering an affective curriculum that challenges high-ability learners where as some traditional classrooms exercise pacing and sequential methods. Through a self-contained gifted classroom one receives the individualized attention and guidance needed to reach full potential.
Shaunessy, E. (2003). State policies regarding gifted education. Gifted Child Today Magazine, 26. Retrieved March 7, 2004, from http://search.epnet.com/direct.asp?an=10445176&db=f5h