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
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
A famous quote by Martin Luther King states “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” The two articles “Hidden Intellectualism” and “Blue Collar Brilliance” both emphasis the author's opinion on the qualifications and measurements of someone's intelligence. “Hidden Intellectualism” focuses on students or younger people who have trouble with academic work because, they are not interested in the topic. Today, in schools students are taught academic skills that are not very interesting, the author mentions this is why children are not motivated in schools. The main viewpoint of this article is that schools need to encourage students
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
... 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.
... 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.
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.
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.
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
The North Carolina State Board of Education is also involved highly with the AIG students and their mission is to make sure every student will graduate high school, and be competitive for work or postsecondary education and or ready to live in the real world . Curriculum for AIG classes are based on a variety of research of resources that change the curriculum and instruction. Also, the LEA wants to be able to identify each of their students. Their identification procedure for AIG are clear, and comprehensive but at the same time leads toward appropriate educational services. AIG students often take the following type of classes: Honors, AP, and CP classes and they actually do good in that class and they strive to do their best but they never second guess their teachers. They basically always do what they are told. Now a days all AIG programs try to meet the needs of the AIG students, also it provides equality and excellence to all students in North Carolina. Based upon some recent interviews I have conducted I have discovered many things. One, is that most of the AIG students are taking classes that are supposed to
(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.
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