Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
A suggested teaching model for gifted students
Introduction in term paper on how to teach gifted learners
Importance of gifted education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: A suggested teaching model for gifted students
Gifted learning is a highly controversial topic in the world of education. Some people believe that having a separate class for “gifted” students allows for more growth and learning to take pace; contrary to that belief, there are some people who believe that segregating public class rooms this way hinders learning, and creates class rooms that are not eclectic and that do not allow peer to peer learning. Learning is a highly individual subject and every student learns differently. If the education system in the United States is to change their test scores, they will move away from the philosophy of integration and inclusion and towards an educational philosophy of creating an IEP for each student, and keep class sizes as small as possible with children that learn similarly. This paper will attempt to explore the facts and professional opinions about the integration or segregation of public schools by ability level, and prove that more individual teaching will lead to improved learning.
Inclusion is often talked about in the realm of special education and learning disabilities. Inclusion can be successful in these situations, sometimes, but more recently policy makers are putting gifted students into the discussion of inclusion. The same way the regular education students can help the special education students, it is believed that the gifted students can help the regular education students learn, and this will help them master the content as well. I believe this would be detrimental to the education of the “gifted” students. In my own experience, the opportunity to be a part of “gifted” classes has helped me to excel in school. If I had been unable to be put into the more fast pace and more difficult track at my high school, ...
... middle of paper ...
...the politics behind it, and the ethics behind it. In doing so I believe that it has proved the need for the separation of classrooms based more solely on ability level, and giftedness. It provides a deeper learning environment and allows more growth for the student. The integration of schools through inclusion will result in a detrimental ceiling over the gifted student, through which they will be unable to rise above said ceiling and explore and reach their goals and potential.
Gifted education works. (2008). Retrieved from http://www.nagc.org/index.aspx?id=566
Kronholz , J. (2011). Challenging the gifted. Retrieved from http://educationnext.org/challenging-the-gifted/
Subotnik. (n.d.). Rethinking giftedness and gifted education:. Retrieved from http://www.apa.org/ed/schools/gifted/rethinking-giftedness.pdf
Taibbi. (2011). Giftedness and classroom boredom.
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
According to Stout (2001) the concept of inclusion can be differentiated into mainstreaming, inclusion and full inclusion each describing the amount of time special education students become part of a normal education classes. “Inclusion is a term which expresses the commitment to educate each child, to the maximum extent possible, in the school and classroom he or she would otherwise attend” (definitions section, para. 2). This commitment is based on the belief that special needs students would profit from the regular classroom environment (Noll, 2014, p. 225). According to Stout (2001) research based evidence supports this belief as “Recent meta-analyses confirm a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs students” (Research section, para. 3). There are many who also believe that inclusion is good for the overall class as it can teach empathy, and “teaches us to think about we rather than I” (Sapon-Shevin, 2008, p227). There are others however, who feel that “Contrary to some egalitarians, a good society honors those who through intelligent good will, artistic talent, athletic prowess, or plain honest hard work make our lives better” (Carpenter, 2008, p.235) and therefore believe that it is ok to think of “I” and not we.
The Gifted program exists to provide more academic opportunities for those who qualify as “gifted.” “’Gifted means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment’” (Quoted in “Gifted”). In order to make it into the program the student must show higher intellectual ability than the average student at his or her age, but what determines that factor? The student must take a multidimensional test and score in the 98th percentile. However, the most weighted part of the test remains an average IQ test. Intelligence test scores should not be the primary qualification for admittance into the gifted program. They should not remain the primary qualification because it allows the minorities and the economically disadvantaged to be underrepresented, it proves insufficient when compared to other means of testing, and it fails to accurately reflect a student’s intelligence.
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Retrieved April 14, 2004, from http://www.gifted.uconn.edu/rogers.html
Many people are of the opinion that special education programs for gifted children are an unnecessary burden on tightly-budgeted and under-funded school systems, but this is actually far from the truth. The gifted are perhaps the most neglected group of special needs children in almost every school district. Because many people assume that the gifted do not need extra attention, gifted programs are often the first program to be cut when budgets are reduced, but I suggest that they be the last to go. These children have profound talents and are just as deserving of extra attention as children who are physically or mentally handicapped.
If there is one general consensus among those who analyze America’s system of education, it is that we are lacking somewhere. Whether it’s in our inner-city schools, or rural districts, there is a distinct literacy dilemma that has yet to be resolved in our schools. Not only are we gravely behind other nations in our literacy rate and mathematics abilities, but there is also an increasing void within our schools. A method of segregation known as “ability grouping” has been a commonly used practice throughout the 90’s, and has changed the way in which primary and secondary school students are educated.
...d on teachers and school leaders. The central factor in deciding whether or not inclusion should be practiced should be the students. Research has shown when practiced correctly, inclusion increases students’ test scores and achievement levels. The inclusion model is considered the “Least Restrictive Environment” for students. As specified by IDEA 1975, special education students have the right to be educated in the least restrictive environment with a classroom of peers. Co-teaching, a method used when practicing inclusion, has shown proven effectiveness on both special education students and normal functioning students. Finally, inclusion builds positive relationships and helps students become more accepting of diversity. In conclusion, students with special needs have a right to be included in the general education classroom, and educated with their peers.
The issue of ability grouping has caused controversy in the education community. Some education scholars say that ability grouping. A study by Dallas Independent School District found that ability grouping not only helped the top groups of students, but the entire spectrum of students learned more than mixed-ability classrooms (Garelick 2). This is not a practice that benefits only the white, rich, or intelligent, but a practice that helps the entire student body. Joann DiGennaro reminded us that mixed ability groups hurt almost everyone involved because the top students are bored and unchallenged and the bottom students are left behind (DiGennaro 2). Ability grouping insures that every student in every school is challenged yet prepared, and prevents anyone from being left behind or ahead. It is the duty of the education to meet the needs of every student, and ability grouping is a medium to insure that the goal is met.
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.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
This year is a landmark year for Gifted Education in Ohio; for the last few years the number of gifted children in Ohio has been growing steadily. This year for the first time the percentage of children in Ohio that were identified as Gifted and Talented finally equaled the percentage of children who were served in Special Education Classrooms. There is only one small problem with this statement. The percentage is equal only if you count the students who are identified as being Talented and Gifted, not served. There are currently only 11% of all Talented and Gifted students being served in the State of Ohio.
Faced with skyrocketing costs and wildly uneven results, nearly two-thirds of the states are sketching plans to limit special education spending. Most hope to save money by pushing disabled children out of the small, specialized classes (that many of them need to succeed) and into crowded, ill-equipped classrooms where they will compete with non-disabled peers. On the other hand, some parents and teachers see this as beneficial, because it allows the special child to interact with other “normal” children and therefore learn at the same pace; these parents ask for this action. The process is often called “mainstreaming” or “inclusion” and is being justified by the civil rights notion that segregation of any kind is damaging and that diversity is an indisputable social good.
Author unkown (2003, March 9). In gifted classrooms is diversity lacking?. Salisbury Daily Times. Retrieved March 10, 2003, from http://www.dailytimesonline.com/new/stories/20030309/localnews/1142640.html
When a school or teacher groups students “based on their ability or achievement,” the school is practicing between-class ability grouping (Santrock 125). In many cases, between-class ability grouping is used in a high school setting as a way to group students with similar goals and skills. On the surface, between-class ability grouping appears that it benefits all students because it allows teachers to better teach students in a more focused manner. However, researchers have determined that this form of grouping harms those that are in a lower ability group (125). Recently, when I was helping out at a lower achieving high school this form of grouping was clearly evident. Students were clearly divided into classrooms based on their abilities. Each classroom was going over the same material but each classroom teacher was teaching the material differently to meet the needs of that group of students. The history classroom that was deemed an advanced placement class worked a lot smoother and the students had a good understanding of the subject as well as appropriate behavior. However, the “average” history
Research on the social and cognitive effects of grouping students in mixed-abilities versus same-abilities classrooms is gaining increasing interest among practitioners and researchers. In hopes of attaining higher scores, many schools have adopted homogeneous ability grouping. Unlike them, our school has adopted the policy of mixed ability classes where students of different academic abilities study together in the same class. Indeed, there is a lot of research in favor of heterogeneous ability grouping, but is this beneficial to us?