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1. TEACHING STUDENTS WITH
SPECIAL NEEDS IN GENERAL
CLASSROOM

2. GIFTED AND TALENTED
•According to Clarke (2010) gifted and talented
students are students who give evidence of high
performance capability in areas such as intellectual,
creative, artistic, leadership capacity, or specific
academic fields, and who require services or
activities not ordinarily provided by the school in
order to fully develop such capabilities.

3. RATIONALE
• According to Crawford & Snart, (1994), gifted students with are a unique
subgroup of students who demonstrate superior intellectual ability. Also
gifted students have cognitive, psychological, and academic needs that
appear distinct from others.

4. JUSTIFICATION OF
EXCEPTIONALITY
The student in case 1 is deemed to be gifted and talented
because:
• The student is very inattentive and often appears
disinterested in the lessons.
• However when given class assignments she will
complete it accurately within minutes way ahead of her
peers.

5. JUSTIFICATION CONTINUED
• When asked to write about a picture she often produces
a detailed fully developed story while the other students
write a few sentences describing the picture.
• She can manipulate figures mentally and unlike the
other students she does not depend on counters to
complete her math problems.

6. CHARACTERISTICS NOT IDENTIFIED IN CASE
According to Bell (2002) two characteristics of gifted and
talented children are:
• They are sceptical- gifted children do not readily accept
the judgment of another person even if the individual is
an authority figure.
• They are empathetic and emotionally sensitive- They
may appear to become unusually upset over an issue
others view as minor. concerned with the issue of right
and wrong and display intense emotions when they feel
that an injustice has been committed

7. CAUSES OF GIFTED AND TALENTEDNESS
• Gifted and talentedness results from a combination of genetic
makeup and environmental situations which are listed below:
• ( Nature) Biological factors which is innate or inborn- Genetic
• ( Nurture) Experience and socialization

8. IMPLICATION FOR TEACHER
•It will be strenuous on the teacher because the
teacher has to engaged in additional lesson
planning to accommodate the student and
prevent disruptions in the class.

9. • According to Darling. T (1986), gifted and talented
student’s potential is developed fully, a different strategy
and programme should be derived in order to satisfy
their needs.

10. IMPLICATION FOR STUDENTS IN CLASS
• Cause some students to feel demotivated.
• According to Elsevier B.V. (2017), Demotivation can
negatively influence the learner’s attitudes and
behaviors, degrade classroom group dynamics and
teacher’s motivation, and result in long-term and
widespread negative learning outcomes.

11. WAYS TO ACCOMMODATE EXCEPTIONALITY
• Create Independent Project activity- Many gifted and talented
students tend to have a lot of extra time on their hands in the
classroom because they finish their work rather quickly.
• Horizontal and Vertical Enrichment-Design assignments or
projects that go above and beyond what is covered in the
regular classroom.
• Differentiation- Differentiating instruction means that all
students are presented an equal opportunity to learn

12. REFERENCES
1.
Clarke, B. ( 2012) Growing Up Gifted: Developing the Potential of Children at
School and at Home (8th Edition; April 2012, Pearson
2. Crawford, S., & Snart, F. (1994). Process-based remediation of decoding in gifted
LD students: Three case studies. Roeper Review, 16(4), 247-253.
3. Darling, T. (1986). Gifted & talented children: A national concern. National
Conference on Gifted & Talented Children.
4.
Elsevier B.V. (2017) Demotivation: Affective States and Learning Outcomes,
Available at: https://eric.ed.gov/?id=EJ849422 (Accessed: 26 February 2017).

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