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with extra support so that they can achieve what they are capable of achieving instead of being restricted by the same curriculum delivered to the whole body of students.
A number of factors can affect the ability of gifted and talented students to achieve, even if they are provided with additional stimulating material, and these include their physical (health) and emotional (psychological) states, degree of interest, the relationship with their teacher, and their learning environment. Nonetheless, we shall consider two reasons supporting separate programs for gifted and talented students as well as two reasons for not supporting such programs.
The main argument for supporting them is that by not doing so, there are missed opportunities for the students themselves and also the society in which they could have made useful contributions. Research by the National Commission on Excellence in Education highlighted that over half of gifted school students in the U.S. fail to meet their tested ability with comparable achievement (NCEE, 1983). Although this is an old assessment, the situation is not much different nowadays. The present No child left behind policy for example does not cater to gifted students. Thus, many gifted children are not being given the opportunity to exploit their talents. They are simply not being sufficiently challenged (Pulliam & Patten, 2006, p.185). Even the 2011 education budget has been described as a missed opportunity by the Council for Exceptional Children and the Education Act does not directly address the unique learning needs of gifted students (Shinn, 2009). Another reason for supporting gifted students is that due to their untapped potential and being in asynchronous development, they tend to be more vulnerable (CDI, 2010). Being asynchronous means that their intellectual capacities could be developing at a greater rate than their physical and emotional capacities. Therefore, it is important to help gifted students lest their
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In fact, as early as the 2200 BC, the Chinese civilizations had felt the need to identify and develop gifted children and groom to take up the government administration positions. Even the Roman and Greek civilizations spent considerable focus and energy towards exploring and using these gifted people.
They have proposed their own educational laws and made the education compulsory. The laws were mainly legislative acts for developing public education in the colony. It broke the English tradition of educational supervision from clergymen to selectmen. This changeover enabled the children to make awareness regarding religious principles and country's capital laws.
The author of the paper highlights the fact the mission of NABE is to cultivate a multilingual multicultural society by supporting and promoting policy, programs, pedagogy, research, and professional development. In its turn, professional development yields academic success, value native language, lead to English proficiency and respect cultural and linguistic diversity.
Efforts have been made at national and international level to facilitate the people in every walk of life. One such effort has been made through the Individuals with Disabilities Education Act (IDEA), which has emphasized upon the creation of an Individual Education Program
Firstly, survey through questionnaires should be floated among current students to figure out the skills that instructors lack in teaching undergraduate students. Students are the best source of information as they
when deciding the accommodations, which will best work for the student because IEP is a working document, thus its efficiency will rely closely on how the content is monitored, implemented and revised. Educators dealing with at risk students should try and introduce tracking
Collection of secondary information on the education system was also pertinent to identifying the structure in which the proposed programs would fit best. In regard to education boot camps, secondary information was necessary to provide
identify such students and to provide them with the opportunity to develop their gifts, it is clear that some states have failed promote Gifted education within the learning environment. Poor procedures of Gift and Talent identification result to lose of special talents that can
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