Channeling Students into a Gifted Program - Coursework Example

Running head: CHANNELLING GIFTED Channeling into a Gifted Program To channel a gifted child into a gifted program requires the establishment of the type of gift and their behavioral characteristics. Gifted students have an IQ of 130-145 and have various behavioral characteristics, which are important to identify since some with negative behavior may be excluded from the gifted program (Colangelo & Davis, 2003). A gifted student that excels in classroom tests and exams, have advanced problem solving skills, excel in all subjects or specific subjects and easily get bored with classroom activities as they are mismatched with the curriculum.

This student requires an accelerated program or enriched learning option. These options offer the gifted student adequate curriculum content especially where the general curriculum is limited (McLeskey, Rosenberg & Westling, 2007). Secondly, if the student can manage and adapt to the demands of the rapid instruction and complexity of the content of higher-level classes, they can placed in the accelerated program. Thirdly, an assessment should be carried out to determine if the student is at risk to their social and emotional adjustment, if they are placed in an accelerated program (McLeskey, Rosenberg & Westling, 2007).

If such a student can handle the emotional and social separation from their peers, then they can be placed in the accelerated program, otherwise the teacher can prepare extra content for them in their age-level class. Additionally, the acceleration of the student should be supported by teachers in order to eliminate any misconceptions to the student at higher levels. It is also vital that the grade skipping option still offers the student as must instructions as possible in order to prevent them from being disadvantaged in future learning activities (McLeskey, Rosenberg & Westling, 2007).

Following the successful assessment, the student is then introduced to the education intervention option that matches their specific needs and behavioral characteristics. Possible interventions that can be factored in are content modification, complexity, abstraction, pacing, and documentation achievement. ReferencesColangelo, N. & Davis, G. (2003). Handbook of Gifted Education. Boston: Pearson education, IncMcLeskey, J., Rosenberg, M.S. & Westling, D.L. (2007). Special Education for Today’s Teachers: An Introduction.

USA: Prentice Hall.