The Development Of Gifted Education

The Development Of Gifted Education
Historical roots School students' involvement in research projects is a new demand of 21st century
due to some factors: globalization trend, development of human capital, implementation of the
reform on the support and development of schools for gifted students and the poor results of
Kazakhstani students in PISA. Since this paper is focused on research projects in the framework of
gifted education, it is essential to determine the concepts of "children as researchers" and "gifted
education" by answering the question "What" and then, discuss the reasons of "Why". The historical
roots of the concept of children as researchers started being popular because of the change of
children's status in society ( Hallet and Prout 2003; Alderson and Morrow, 2004). The United
Nations Convention on the Rights of the Child (UNCRC, 1989) designated children as social actors
in their own rights. Specifically, children should be enlightened and engaged about all solutions that
influence their lives (as cited in Kellett, 2005, p.4). According to some scholars (Kirby and Bryson,
2002; Johnson et al., 1998), since that time the growth of children as participants as well as co–
researchers is apparently seen. Initially, children were involved in some data collections, thus most
of research projects are still being manipulated by adults and children are not considered as potential
partners (Kellett, 2005, p.5). Nevertheless, the definition of
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The Importance Of Gifted Students Demonstrate...
Gifted students demonstrate characteristics and behaviors that differs from their peers because they
are self–motivated, finds joy in learning, think creatively and take many risks. Most truly gifted
students go above and beyond to expand their knowledge. During my case study, I was granted the
opportunity to get to know "Bella". Bella is a 4th grade student at Canby Lane Elementary which
she has attended since Kindergarten. She entered the gifted and talent program at the age 6. She is
10 years old. Her birthday is November 18, 2006. Bella lives with both of her parents. They were
both born in Togo, West Africa. She is the oldest of four children. She has two brothers and a sister.
As I reflected back on Nature and Needs of Gifted Learners course and the assigned readings that
discussed gifted learners. The article "A Garden of Gifts" reminds to me the most of Bella. One of
Charlie's flowers reminded me the most of her was a Daisy. Bella is very comparable to Debbie. She
is intuitive and her creativeness is a source of amazement to her parents as well as her teachers. She
also loves to paint, sing and dance. She has another similarity to Debbie which that she also enjoys
learning in groups. Bella has exhibit other gifted characteristics. Bella is academically driven. She
goes above and beyond to expand her knowledge. She able to use both critical and creative thinking.
She is very attentive to details. Bella is a scholarly student who earns all A's and performs above

The Inclusive Practice During Childhood Education Context...
This essay will focus on the inclusive practice in relation to the early childhood education context
and particularly to the special educational needs of the gifted children. This will also cover the
policies/legislation, current research, national and international perspectives of inclusive practice in
early childhood education. The complexities and practicalities of inclusion in terms of learning
opportunities and experiences, environmental considerations and peer relationships would be
critically examined. The role of the teacher and the teaching strategies, practices and theoretical
prospective and the positive involvement of parents/families would also be evaluated to support the
children with giftedness abilities and extra talented skills. In general, inclusive practice is also
known as special education. According to Ministry of Education [MoE], (2000), "Special education
means the provision of extra assistance, adapted programs or learning environments, specialized
equipments or materials to support young children and school students with accessing the
curriculum in a range of settings." Whereas, Education Review Office (2012) also defines inclusion
as the identification that all children and their families have equal rights to access high quality early
childhood education without any barriers, full participation and learning for all children. Moreover,
the four principles of Te Whariki such as empowerment (Whakamana), holistic development
(kotahitanga), family and

Essay on The Effect of Birth Order on Learning and...
The Effect of Birth Order on Learning and Development
Birth order is a topic studied by many psychologists through numerous different studies and
conflicting viewpoints. In respect to the order in which children are born, psychologists have labeled
specific personality traits for each child. While psychologists continue to disagree on the amount of
emphasis to be placed on birth order and personality, studies have shown family size can be a
determining factor in a child's learning and development.
First–born, middle, youngest, and only children are the common birth order positions most
commonly studied by psychologists. Alfred Adler, a major personality theorist, often studied the
issue of birth order. He believed that "the ... Show more content on Helpwriting.net ...
The youngest children tend to be less adjusted than middle–born children, are most likely to
experience feelings of inadequacy. Only children tend to desire being the center of attention, have
feelings of inferiority, and tend to be selfish in regard to sharing personal belongings. Although
these personality traits are widely accepted, a national sample by the Academic Advancement of
Youth of John Hopkins University found little relationship between birth order and personality.
However, a mild relationship between birth order and perfectionism was evident, (Parker 29).
Family size is more commonly accepted as a contributing factor to birth order positions. If birth
order is held constant, the larger the size of a family tends to be represented by a lower average IQ.
First–born, as well as only children are often believed to have superior intellectual development,
which can be explained by the greater amount of attention and verbal attention given by parents.
This makes sense because parents of first–born and only children are able to focus more of their
time with these children. A 1997 survey discovered the impact of a sibling born during the preschool
and early grade school years. The first–born child was significantly affected by the birth of a sibling,
which resulted in an increase in emotional problems leading to an increase in behavioral problems
during the first year. In addition, the learning

Gifted And Talented Education : Socioeconomic Inequalities
Public education in America aims to benefit communities by teaching the democratic principles and
common values of society through equal opportunities for learning. The education system in the
United Sates has created unbiased processes which are open to all individuals and give them a
chance (Dai, 2013): equal opportunities do not create equal outcomes. Conflict theory views
education in capitalist society as a means of maintaining social inequality and preserving the
economic, and political power for the dominant population; the underlying hidden curriculum serves
to indoctrinate the accession of working classes into the lower positions in society (Turner, 1975).
The struggle for power, wealth, and excellence has been built into the public institutions of capitalist
society, and continue to maintain disparity between the classes (Collins, 1971).
Gifted and Talented Education: Socioeconomic Inequalities
Over the last decade, public schools have shifted their attention to the commitment of ensuring there
is equal access to dedicated education programs for African Americans and other minorities, as well
as to students with disabilities or limited English proficiency (Resnick, 2006) in combination with
the standard rubric; public schools are adapting to the changing landscape of society, and
broadening the scope of specialized curriculum to service more diverse students both culturally and
ethnically in accelerating their academic ability. Children of both high and

The Impact Of Technology For Gifted Children
Does the last 40 years of technological advances pose a threat/problem for gifted children? Provide
two examples of how gifted children's experiences today differ from those of previous generations.
Describe how this is a problem or threat.
Technology, it's everywhere! "The last 40 years have seen many changes, from what were once
considered global issues, such as population growth and environmental concerns, to the daily
activities in which we each engage" (Cross, 2011), thinking about all the changes we have
experienced and seen, in regards to technology it's is a bit scary of how fast technology is growing.
We've gone from using textbooks in the classroom to using tablets, from teacher directed instruction
to students in charge of their own learning, and from trying to collect information from different
sources to just googling it. Personally, I consider myself a digital native, growing up in the 90's I
grew up watching VHS Disney movies to watching them on my cool up to date DVD player, and
playing atari to watching my brother play his Xbox 360. Throughout my teenage years myspace was
huge, all my friends were very involved, but I do remember my parents being concerned,worried
and having some sort of fear because of the unfamiliarity. This reminds me of what Cross
mentioned:
"Most adults did not grow up with access to computers and therefore do not have the facility for, or
comfort level with, using them in a place of other communication tools. A second reason is

Educational Inequality In The United States
Educational inequality is the difference in the learning results, or efficacy, experienced by students
coming from different groups. Access and opportunity for education was not a right equally given to
all people in our country. From the beginning of our nation access to public education was reserved
for whites only and was forbidden for enslaved and free blacks. After Emancipation, when some
public and private schooling was made available to African Americans, black children were
segregated into under–resourced schools. Due to circumstances that kept most African American
families in abject poverty, the masses of black children encountered structural barriers that
prevented them from gaining a complete formal education.
Education is one ... Show more content on Helpwriting.net ...
Based on the fact that majority white students are in advanced courses compared to black students,
the stereotype that only white children were qualified to take advanced or gifted courses resulted.
Social behavior is driven by these learned stereotypes, in which, if a child is never aware of these
opportunities are made to believe that they are not superior at a young age, their academic choices
and performance reflect it as they get older and move up in school. For example, Tyson indicates
that gifted placement in elementary or middle school is a gateway to higher–level courses in high
school. Furthermore, exposure to rigorous academic materials and instruction in the early grades
may better prepare students to master challenging material later and to perform well on standardized
tests. Teachers and counselors may also be more likely to steer "gifted" students toward advanced
classes because they hold higher expectations for these students than they do for "non–gifted" ones
(Tyson 146). The inequality of black access to gifted education compared to white access is drastic
and shapes the overall track for a child's educational pathway. Institutional racism, which refers to
the norms, practices and policies within an institution that promote and maintain a racial hierarchy
that continues to advantage the white race, while disadvantaging and discriminating against other
racialized groups is the cause of this continual cycle

Research Proposal: National Association For Gifted Children
WEBSITE REVIEWS
Website #1: National Association for Gifted Children URL: https://www.nagc.org
I. Overview: National Association for Gifted Children's main goal is to bolster the individuals who
advance the development and improvement of skilled and capable children through training,
examining and assembling groups. The association helps families, K–12 training experts and
individuals from the exploration and advanced education groups who work to help skilled and
capable children as they expect to accomplish their best and be contributing individuals from their
groups. The Association attempts to accomplish the vision where skill and high potential are
completely perceived, esteemed, and effectively sustained to bolster children ... Show more content
on Helpwriting.net ...
Twice–exceptional kids, mentally skilled youngsters with special needs, experience issues in our
training framework – on the grounds that their talent can cover their extraordinary needs and their
exceptional needs conceal their talent, they are regularly named unmotivated, or not attempting to
succeed. The challenges for twice–exceptional kids is that they learn an additionally harming lesson,
on the off chance that they can't do an task immediately, they won't have the capacity to do it by any
means. The work in school is either excessively troublesome or too simple. This is exacerbated by
the regularly happening issue of under–recognizable proof; in light of the fact that exceptionally
skilled kids are so great at making up for their unique needs, their issues frequently go undetected.
At this point, a lot of mental and scholastic harm may have occurred. Many individuals don't
understand that a youngster can be both skilled and have learning

National Association For Gifted Students
The era of the 1950s and 1960s ushered in new priorities for the education of America's students as
well as the social, judicial, political and organizational structure of our nation's schools. Some of the
challenges that the educational system faced were facilitated by federal and state interventions.
Interventions such as The National Association for Gifted Children (NAGC) No Child Left Behind,
(NCLB) and Every Student Succeed Act (ESSA) are just a few federal and state interventions that
had a tremendous impact on the way we educate and motivate children to learn.
Motivating gifted students can present a challenge for any teacher. Many children are coming to
school with very little enthusiasm to learn, especially the gifted child. Although ... Show more
content on Helpwriting.net ...
This initiative was implemented in all public schools. The purpose was to have all students reach a
proficient level on reading and math. NCLB forced schools to look at groups of students who were
over looked and close the achievement gaps. If schools wanted to make AYP (Annually Yearly
Progress) they needed to create interventions to assure that all students were meeting the mark. The
downside to this movement is that students were being pushed to meet the average standard and it
left students who needed the additional acceleration behind or it excluded the gifted

Persuasive Essay On Gifted Education
There are many debates going around about gifted education. Should we fund it? Should we not?
Should we support it, or shouldn't we? Many articles that I've read are on both sides. Everyone has
their own opinion to whether or not we should support it. But in my opinion I think we should
support both sides of the education system, the low–achieving and the higher–achieving students.
Gifted education classes can help students challenge themselves and their peers around them. In
article one, America's Future Depends on Gifted Students, they believe that we should support gifted
education programs. I highly agree with the statement, 'Insisting that gifted children will 'be fine' if
we cut these programs is a disservice to these children and a ... Show more content on
Helpwriting.net ...
I believe that segregation and gifted education are complete polar opposites and should not be
compared at all. Although, it states that there is an abundance of case–study evidence across
geography, grade–level and demography demonstrating that low achieving students perform better
and high achieving students perform no worse when all students are exposed to a high level
curriculum. High achieving students perform no worse because they are still not being challenged
by higher curriculum like the low achieving students. If they were placed in a higher, separate class
than low achieving students, they would be able to be challenged in ways that they never have been
before. In article three, Tracking Students By Ability Produces Results, they discovered that high–
ability students benefit the most from high–ability peers. Also, an experiment in Kenya proved that
grouping students into classrooms based on prior achievement benefits all students. I do believe that
placing students in classrooms with peers of similar ability is all around better. It is better because
they can all challenge each other and they are all exposed to a much higher education than students
with lower achieving capabilities. I believe if students know that they are "gifted" they will try and
not pursue and challenge themselves. On the other hand, students who are chosen by lottery into
gifted education programs will challenge themselves to be like their other higher

You Know Your Child Is Gifted When By Judy Galbraith
The world is full with people and blogs, trying to convince you things they don't really know
themselves.
Before you freak out and send your child to the closest "Child Genius" reality TV show, you need to
break to square one and know some basic terms; what does a gifted child really mean? Furthermore,
what kinds of gifted traits are there? In the booklet "You Know Your Child Is Gifted When..."
written by Judy Galbraith, you can find these exact things.
In the article, the term "gifted" is a very precise, yet very broad; it is more than a number on an IQ
test, hence is termed by the U.S Department of Education as children and youth with outstanding
talents and accomplishments, in comparison to others of their age, experience of the environment.

The Importance of Maintaining Gifted Programs: Schools...
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.
Gifted children experience many difficulties, including loneliness and ridicule. They ... Show more
Gifted children have a different learning style that allows them to absorb vast amounts of material
much faster than the average child. The current trend in education of introducing a new idea and
then building upon it is simply too slow for them. It has been likened to "feeding an elephant one
blade of grass at a time – he will starve before he realizes someone is trying to feed him" (Tolan 3).
These children may demonstrate what appear to be poor academic skills, causing them to appear to
be less capable (Oettinger 11). Sloppy handwriting can signify that a child's hands cannot keep pace
with his quick mind; some are poor spellers because they do not see words as collections of single
letters and some may even have trouble with memorization (Tolan 3). Gifted programs allow them
to use their skills in ways that are better suited to their learning style.
Many parents and educators are intrigued to note that gifted children often function on several
different levels of intelligence and development at the same time. It is not unusual to find a six year
old that can read at a seventh grade level, but has the comprehension of a fourth grader with the
temperament of a three year old. Therefore, it is of the utmost importance that adults who work
closely with the gifted realize that this discrepancy is common and to be

Argumentative Essay On Gifted Children
Arbitrary, too narrow in scope, and biased are just a few of the things that come up when
psychologists, teachers and parents discuss how to determine if children are gifted and talented. In
the United States, 6 to 10 percent of school age children are labeled "gifted" and are placed into
classes that cater to their advanced abilities (National Association of Gifted Children, 2014). School
age children, in some states, can be as young as four years old. A lot of the controversy starts right
there: how can four year olds be expected to take a challenging IQ assessment and then have their
score on that test determine their classroom placement for the next 13 years? Lewis Terman, an
American psychologist and professor at Stanford University, was a pioneer in the understanding of
gifted children and their place in the American education system. He was majorly influenced by
Alfred Binet and eventually revised the Binet–Stanford scale so that it could be used in the United
States, where it is now known as the Stanford–Binet Intelligence Scale (Human Intelligence, 2013).
A major contribution of his was the definition of what makes a child gifted. According to Terman, an
Intelligence Quotient (IQ) of at least 130 marks giftedness, he even believed that any child who
scored a 132 or higher was a genius (Steinberg, Bornstein, Vandell, & Rook, 2011). To measure
intelligence, he expanded on William Sterns' equation stating that IQ is a person's mental age and
chronological age

Goodness Personified: The Convergence Of Gifted Children...
Reality is what you can comprehend around you and is different for each individual. The "social
construction of reality" is a theory about how our "reality" or individuality is shaped by our
interactions with the surroundings we live in, which is the society. In other words, how you are
raised and the experiences you have along the way help to shape how we recognize the outside
world. The society and culture we live in teach us this "reality" at a young age through schools,
media outlets like television, and even through our own families. In the article "Goodness
Personified: The Emergence of Gifted Children", Leslie Margolin explains the social construction of
gifted child programs in our public school systems. Even the name "gifted child" is socially
constructed to give the impression that the child is special or different from the other children. The
gifted program itself was socially constructed in the early 19th century to help separate the upper–
middle class students from the newly admitted lower class students. This is done by giving the
children a test to find if they are on a gifted level ... Show more content on Helpwriting.net ...
Society told all the students through media outlets what we should wear and how to wear our clothes
at school. The style that was in was wearing very baggy clothes that would hang loose off your
body. For example, pants sagging down your behind and wearing a shirt that was two sizes too big.
Wanting to fit in, I purchased these clothes and wore them to school and eventually made friends as
well. Thus, society constructed what I believed to be reality and I only realized how ridiculous the
trend actually was until I looked back at old pictures. However, society is still persuading me and
others today with commercials on television with what stars are promoting as what actually looks
good while in other cultures, we still probably still look

Cognitive and Affective Characteristics of Gifted Children...
There are many cognitive and affective characteristics of intellectually gifted adolescents which
differ from those of their non–gifted peers. These characteristics have the potential to assist
academic and social development, or conversely may present social and academic difficulties for the
adolescents. Two cognitive characteristics and two affective characteristics typically associated with
gifted adolescents will be examined to explore the relationship between these characteristics and
their effect on social and academic development. The two cognitive characteristics that will be
examined is self–regulation, and their dislike of slow paced work. And the two affective
characteristics is the possible exhibition of perfectionist ... Show more content on Helpwriting.net ...
(Robinson & Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted
and talented students, the progress of the class will be perceived as being slow paced. The gifted
students will have already mastered the current material, and in all likelihood, have already
predicted correctly the next process, and may be planning on studying by themselves to escape the
slow pace. There are various positive and negative aspects of this characteristic towards academic
development. The major disadvantage of a slow paced classroom is that the gifted students may feel
excessive levels of frustration at constantly being held back by the class. Unless this frustration is
addressed, this can lead to underachievement, or constant disruption of the classroom environment.
Teachers can address this frustration by providing more challenging work for the gifted students
once they finished their assigned work, or possibly include challenging material for the whole class
to complete, as research has indicated that even non–gifted students may find some aspects of the
current curriculum to be mere revision. (Robinson & Clinkenbeard, 1998) Another consequence of
gifted students' dislike of slow paced work is boredom. In a classroom where the students are not
provided with challenging and engaging work, the gifted students may slowly develop
underachievement tendencies, such as disengagement from the curriculum,

Mary Meeker Biography Essay
Born in the early 1920's, Mary Meeker's father saw great potential in his creative little girl. He
vowed to make sure she got to college, something which he had been unable to do. He fancied
himself a business man, so the family moved from place to place as he looked for the elusive perfect
opportunity. Every new school brought another Intelligence Test and eventually Mary skipped a
grade. Mary's sister who was learning disabled was often mistreated by the Nuns at one of the
schools, causing Mary to turn away from her religion. Her mother did not see her talent or creativity
and was often mean and abusive toward her children. As a result of these events, and recognizing
that she and her sister were at different ends of a spectrum, Mary vowed to advocate for the
development of diverse intellectual abilities. Educationally, Mary more than fulfilled her father's
hopes as she gained a Bachelor of Science, a Master of Science, a Doctorate in Educational
Psychology and continued with post graduate studies.
In a desperate need for teachers, California offered provisional teaching certificates to those with a
related degree, and Mary accepted. She was immediately assigned to students with severe
developmental delays. She didn't know how to teach them and there were no resources to draw
upon. Eventually she motivated the children's creativity by dancing and singing for much of the
school year. When Mary was re–assigned, she got a Special Education Class and found that it had a

Ellen Winner's Gifted Children
In the 1996 book Gifted children: Myths and realities by Ellen Winner, the author of over 100
articles and four books, takes the opposing view in this work to the more current studies regarding
producing giftedness through effort, as her study here defends a heavier influence played by brain
development. She recognizes three characteristics found in gifted children: precocity, an insistence
to marching to the beat of their own drummer, and what she calls a rage to master, or better stated, a
driving force to gain mastery over what the gifted student has a special proclivity toward
understanding and doing. Winner also illustrates many of the myths that follow the idea of what
gifted children should be able to do. Through her research, one of

Gifted And Gifted Education
Gifted and Talented Education: Socioeconomic Inequalities
Public education in America strives to benefit communities through teaching democratic principles
and the common values of society through equal opportunities for learning: equal opportunities do
not create equal outcomes. What the public education system attempts in actuality are equitable
processes, in that all individuals are given a chance to try to get an education (Dai, 2013). Conflict
theory views education in a capitalist society as a way to maintain social inequality and preserve
economic and political power for the dominant population; the underlying hidden curriculum serves
to indoctrinate the accession of working classes into the lower positions in society (Turner, 1975).
Over the last decade, the majority of public schools have shifted their attention to ensuring there is
equivalent access to specialized education programs for African Americans and other minorities, as
well as to students with disabilities or limited English proficiency (Resnick, 2006) in conjunction
with the standard rubric; public schools are adapting to the changing landscape of society, and
broadening the scope of specialized curriculum to service more diverse students both culturally and
ethnically in accelerating their academic ability. Children of both high and low–income families are
born with highly–abled abilities, but opportunities to enhance these abilities are not equally
represented, and mobility between the social classes

Gifted Education In Public Schools
In recent years, gifted education programs have received extensive attention from a multitude of
groups, in many cases arousing passionate arguments about their effectiveness, or even their
fundamentality. Angry parents complain about budget cuts from these programs, while others are
furious that their child was not accepted into a gifted program. Teachers are also divided on this
issue. Some teachers believe gifted programs are very important for engaging high–achieving
students, while others believe they hold back students who are not accepted. Still others have too
little knowledge of the issue to create an informed opinion, even though it directly relates to their
work. Many do not know how to identify gifted students so they can recommend ... Show more
A study by Saiying Steenbergen–Hu and Paula Olszewski–Kubilius notes that gifted programs often
encourage gifted students to remain in public schools rather than transferring to private ones, thus
enriching the intellectual diversity of public schools (Steenbergen–Hu et al 33). If they remain in
public schools, gifted students can contribute valuable ideas to class discussions, and they can share
their expertise with classmates, creating a better learning environment for all students. In addition, a
study by Jessica Hockett found that students in gifted programs could act as guinea pigs for
experimental educational policies (Hockett 26–27). Because of their advanced abilities, these
students could easily adapt to make up for loss of instructional time if these programs proved
ineffective. However, if they proved effective, they could improve curricula for general and gifted
education alike. Hockett recognized differences in the characteristics of these programs, but argued
that they share certain core concepts, such as authenticity, applicability, and flexibility, which make
them fairly interchangeable (Hockett

Argumentative Essay On Learning And Learning
Children can learn about the world through reading material, whether that instruction is intended or
not by the author, and whether the instruction is overt or relatively hidden. From cautionary, moral
tales of old to modern "problem novels" and books for children about life issues, authors show and
explain the world to the next generation. Matilda grew up in a family, where they did not value
education or learning. While her parents went to work, she stayed home and was expected to watch
TV or do nothing. Instead, she walked to the library and read books everyday. She learned many
things from reading and begged her father if she could attend school like other kids her age. She
read about history, law and many other educational topics that she could be learning if she was in
school. Children are sponges for information around them. Children gather this information from a
variety of sources, such as family, peers, and experience. In Matilda's case, she learned the most
from literature and Miss Honey. Her parents did not encourage learning and her headmaster was
cruel to all the students, "...children can develop understanding of themselves and others through
books" (Feeney & Moravcik, 2005, p. 20). Her parents failed to help Matilda or her brother excel in
school or the learning process. Luckily, Matilda continued to learn through reading.
The producers of Matilda treated Matilda's giftedness for the most part with high accuracy. In the
beginning of the movie, Matilda's gifts

The Importance Of Diversity In Education
Diversity in education is necessary to understand. We live in a society where there are diverse
cultures and varieties. People have been raised in different settings and may not understand certain
things better than others. As an educator, it is important to not let any students feel left out. It is
essential to understand different diverse groups in an educational environment. There are so many
different diverse groups in schools. Some include students who identify themselves as LGBTQ,
children in poverty, and children with special needs. Specifically, in this essay, autistic and gifted
children will be further described. Autism is a disorder that has increased through time. As an
educator, the chances of getting a child with autism is very likely. "Autism now affects 1 in 68
children and 1 in 42 boys" (Facts about Autism, 2012). The official name of autism is autism
spectral disorders. The reason for the name is because there are different problems that are included
in autism. The basic definition of autism consists of children who have a tough time making out
connections within the brain. For example, children with autism may not make good connections as
fast as other children. Some symptoms of autism include having trouble with the meaning of words,
repetitive behavior, unusual movements, and having a challenging time adjusting to certain things
(Walter, 2016). Many educators usually give extra attention to autistic children to help them stay
focused. It is very

The Importance Of Giftedness In Education
Gagne, 1995 via Mansfield, 2016 ) believes that giftedness is static, or innate , "either you have it or
you don't," and the other believes that giftedness is dynamic (i.e. Renzulli, 2012 and Vopat, 2011)
and can be developed provided the appropriate nourishment and/or access to opportunity. According
to Ward (2005), if one agrees that giftedness is innate, then he or she likely favors specialized
instruction to meet gifted children's unique needs similar to how SPED students require
differentiated instruction. Alternatively, if one agrees that giftedness is dynamic, then he or she
might favor retaining gifted students in the general education setting to capitalize on their "gifts" for
the greater good.
Renzulli (2005) wrote that the goal of all schools should be to develop the talents of every student
and equalize their opportunities in ways that allow them to achieve self–actualization.
Unfortunately, this is not current practice because unlike NCLB, there are no incentives, mandates,
or penalties for students who are already proficient (Stephens, 2011; Jolly & Makel, 2010; Ward,
2005). Generally speaking, this lack of accountability for gifted education demonstrates that while
equity and excellence can coexist (Stephens, 2011; Ward, 2005), the federal government supports
one (equity) over the other (excellence) and that the tension between these constructs is not innate,
but political (Ward, 2005).
Eugenics
The eugenics movement began in the early 1900s

Gifted Programs In Schools
Gifted programs are generally present in many of today's schools; however, many of these programs
do very little to improve and increase the productivity of the students that are in these programs.
These programs, in theory, should keep the gifted student engaged in their school work as well as
challenged to learn more. By encouraging creativity and lifetime achievement and learning, gifted
programs helps these twice–exceptional students to be successful in their education and in the world
around them by instilling the love of learning in them at a young age. By "put[ting] in the right
educational system with appropriate educational programs, the gifted child learns how to overcome
adversity, a life–skill that benefits the gifted child long after early education" ... Show more content
on Helpwriting.net ...
By maintaining our current course and failing to properly identify, serve and fund our gifted
educational programs, our economy, our society and our future will be lacking the opportunities to
continue to be a top global competitor. Failure to standardized gifted programs nationally through
tested and successfully proven methods with appropriate governmental support and funding which
identifies students from all walks of life continues to neglect our best and brightest students as we
fail our most exceptional students.
History of Gifted Education in the United States
State educational policies vary greatly in acceleration opportunities that are offered to gifted
students within those states, and are not consistent across the United States. "Seven states have
policies with regards to allowing gifted students to enter kindergarten earlier than

Gifted Education Essay
Concern for at–risk learners forces the education of high ability learners to take a backseat in
traditional classroom. Standard instruction and curriculum based on a pacing and sequencing
method does not always allow students to accelerate. By definition, the term "gifted" exemplifies
exceptionality often regarding intellect, creativity and leadership. An identification of gifted
suggests that an individual requires specialized services and curriculum that are not always
addressed by traditional methods of education. High ability learners require a challenging
curriculum and specialized educators to prosper academically. The negligence in discharging one's
exceptionality can often lead high–ability learners to foster resentment, boredom ... Show more
Goldring's assessment of achievement levels between homogenous classes and gifted students with
in the traditional classroom concluded that gifted students in separate classes had significantly
higher achievement than their gifted peers in a regular classroom setting (as cited in Delcourt et al.,
2007, para.13). Research suggests gifted curricula to be veered in facilitating analytic and cognitive
development. In a study, third– and fourth grade students in a gifted classroom were compared to
gifted students without gifted program services. " After 1 year, students in the separate classroom
had significantly higher scores on a test of analytic ability."( as cited in Delcourt et al., 2007,
para.14) In the areas of subject discipline classrooms for gifted individuals, evidence suggests
increased understanding and ability of course material. Outside self–contained classrooms, such as
pullout programs, partial homogenous grouping within certain disciplines reveals academic gains for
gifted students. Research supports that partially contained classrooms positively influence learning.
"When Kulik and Kulik reviewed 25 controlled evaluations of separate class programs for the
gifted, 19 studies reported that gifted students had higher levels of achievement when they were
taught in classrooms grouped homogeneously by ability.(as cited in Delcourt et al., 2007, para.13)"
Traditional classrooms are not differentiated enough

I Do Not Agree With Gifted Students Being Left Behind
I do not agree with gifted students being left behind. As an educator we sometimes just let the gifted
students do their own thing because we feel that they have a good understanding of the content. In
the classroom, a majority of the focus goes to the students who are struggling and those students get
the majority of our attention. The gifted student needs to be a focal point of the classroom as well.
Challenging them to reach new heights should be the educators focus but it does not always happen.
The "No Child Left Behind" initiative is another component that hurts our gifted students. The
administrators and teachers are so focused on this law that is put in place for our schools that their
main focus is to make sure all students are kept on track with their appropriate grade level. This is a
big reason in my opinion why gifted students are being left behind. School districts are putting so
much focus those students and not doing enough for our gifted students. Tracking has been going on
in schools for a long time. Bigger school districts are able to group students better by ability levels
since they have more courses to offer in their curriculum. The smaller schools which I am
accustomed to have a more difficult time. Smaller schools have to get creative and send their more
gifted learners up to higher grade level in the elementary for a class like reading or math. In the
junior high and high school classes, schools are able to move students into other

Benefits Of Gifted And Gifted Students
Introduction
According to the National Association for Gifted Children, "The term 'gifted and talented," when
used with respect to students, children, or youth, means students, children, or youth who give
evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership
capacity, or in specific academic fields, and who need services or activities not ordinarily provided
by the school in order to fully develop those capabilities" (Definitions of Giftedness, 2017, pg. 1).
Gifted and talented students require learning that challenges them but also allows them to explore
their creativity and come up with their own conceptions on what they are learning about and how it
relates to their lives. While gifted and talented students are on a higher learning level and need to be
challenged you still have to understand that they are also still children. Gifted and talented students
can struggle just like other students and also might have behavioral problems like other students as
well.
Camp Appalachia
For my observations and field experience I got to volunteer with a program called Camp
Appalachia. Camp Appalachia is located at the Vickory House at University of North Georgia's
Dahlonega campus and is put on by Dr. Donna Governor who is a UNG professor who runs part of
UNG's Appalachian studies center along side Dr. Rosann Kent. Camp Appalachia is a challenge
camp for rising fourth through sixth grade gifted and talented students. It is a weeklong

Special Needs Involved With Teaching Gifted
Running head: TEACHING THE GIFTED 1 Teaching the Gifted Terri L. Bischke Florida Gateway
College Professor Angela Jones 201530 Intro to Exceptional Child Ed. SEC.0I1 Summer A 2015
June 17, 2015 TEACHING THE GIFTED 2 Abstract This paper will address the special needs
involved with teaching the gifted. First it will identify exactly who is considered gifted and the
process of evaluating and creating a plan to meet these children's educational needs. Then it will
address the methods that need to be put in place to teach gifted children in the classroom. Some of
these things include dealing with underachieving gifted students and the area of twice exceptional
students. It will cover the problem with properly accessing children of all ethnic backgrounds and
how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in
gifted programs. It will also consider developing stem programs and enlisting corporate support for
such programs to support the gifted child. Running head: TEACHING THE GIFTED

Tips for Designing Kitchens
TIPS FOR DESIGNING KITCHEN KITCHEN The kitchen is the most lively and important part of
any household. It is the place where people spend their quality time either in cooking or enjoying
meals with their family. It is not an easy task to design a kitchen. A lot of important points must be
kept in mind before you decide to design your kitchen. A kitchen becomes ideal when all the
features of the kitchen like storage, cooking area, dining area, floors are considered carefully before
designing it. If you want to save money by not renovating the kitchen again and again, please take a
pen and paper and write important things to include in design of kitchen. Otherwise, you will regret
after the kitchen is constructed and you forget to include one or another feature in it. So, proper
planning is necessary to design a beautiful and useful kitchen. DESIGN VS USABILITY Anyone
can spend a huge amount of money and get a designer kitchen built by the help of an interior
designer. However, it is you who have to spend the time in the kitchen. Therefore, you must decide
on the features that you want in the kitchen design apart from someone else doing it for you. It is
your money and it should worth every penny that you spend on designing the kitchen. Sometimes, a
kitchen may look beautiful but you may hate to work or cook in the kitchen due to the kitchen
design which is not user friendly. To avoid such a scenario, please take interest in designing a
kitchen as per your needs and

Psychological And Behavioral Characteristics Of The Film...
Psychological and Behavioral characteristics of main character(s)
The film Little Man Tate, Fred Tate, a young boy who is particularly gifted, but he finds himself
feeling lonely. Fred's journey into the world of the gifted, where he finally begins to find acceptance
from those who understand his mind, but also highlights the struggle between meeting his emotional
and intellectual. One day in class, Fred's teacher writes a strung of numbers on the board and asks
the students to tell how many of those numbers are divisible by two. Then, Fred responds, "All of
them". He independently studies and analyzes art. He does not read books that children his age are
typically draw to. He begins researching giftedness in the library on his own after meeting Jane and
hearing that he is gifted.
In his summer vacation, he chooses to spend at college with Jane studying math and physics, rather
than hanging out with his mother. He appears happiest when he is given widespread time to read or
solve a multifaceted problem. At "Odyssey of the Mind", he line up when the announcer calls out
the complex problem and solutions start swirling through his mind. The emotional area is definitely
the most intense of Fred's over emotionality. He wakes up at one point in the movie screaming for
his mother, distraught about what he has learned about curtain, a gland emission that can turn a
young boy into an old man. When Damon, one of the other gifted students, lashes out at both Fred
and Jane, he is

Gifted Education Essay
Gifted education is very stressful for students in middle school, but if you start in elementary school
with a gifted program it could be less stressful on your child. Gifted programs are good programs
but there are things that could make your child feel pressured and they may want to leave the
program. To get into the programs depending on the district you are in there could be discrimination
to be accepted or recommended to test for it. This discrimination could be based on race, income,
gender, or ethnicity, if you're in a school district that lets you apply without being recommended
then you won't have to worry about this. Studies show that in Broward County they started with
teachers recommended students and then changed their system to where any students could apply to
the gifted programs and there was a major increase in low income, latino, and black students that
were accepted. In most districts there are not full time gifted programs, so there are pull out
enrichment programs, which are groups of kids that get taken with a gifted resource teacher and get
taught in the small group, missing class time. Another option if there a full time gifted program is to
skip grades, which isn't a very good decision because although your student is gifted they still need
to know the information from the grade they skip. Teachers don't have the correct training to know
how to teach and how a gifted student learns, so schools without gifted resource teachers don't have
anything

Reflection Paper
"There is nothing more unequal than the equal treatment of unequal people." said once Thomas
Jefferson, 3rd president of the US. If I ever see my primary school teacher again, I'd like to I tell her
this quote. I hated school not because of her, but because of the education system. One day I asked
my teacher why we spend so much time on a simple subject. She answered: "You may learn faster
than others but, we are a big class, and I have to make sure everybody is at the same step." Applying
the same curriculum each year with no differentiation for students with special needs, this sounds
unfair to me as a supporter of educational equality.
I never imagined myself as a teacher, yet, the experiences I had in Duzici Anatolian Teacher High
School, a well–known school for training teacher, changed my perspective. As a part of my senior
year project, I went on a training course at a village school along one term. It was a boarding school
for students who had nothing but each other. They were lucky to see their family every month or
two. While 1st, 2nd, and 3rd–grade students were studying together in the same classroom, 4th and
5th graders were together in another because of the lack of sources. The situation there seemed very
desperate. I remembered the problems that I experienced with my teacher in primary school, and I
thought that something had to change. Thus, I decided to study the teaching of the gifted after high
school.
During college, every Friday I conducted various

Critical Review of a Research Article
Manchester University MEd Educational Psychology Student Registration Number: 440880 MD699
Research Issues in Psychology Critical Review of a Research Article Pupils who exhibit gifted
characteristics along with another disability are referred to as ‘twice–exceptional students'
(Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which
analyses the responses and perceptions through interview, of one particular individual (Andrew)
who was identified as being gifted and talented (G/T) and who had emotional and behavioural
disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer
understanding of Andrew's community and school experiences, as they stated that ... Show more
In this study there was no deficit in the amount of data collected by the questions asked by the
researcher, with Andrew providing ‘depth and clarification' (p.3) in some replies. The findings that
the researchers identified (p.3) form the next part of my critique. The themes which were found
through analysis of the data compare to other researchers who find that gifted children in particular
suffer from various social vulnerabilities as a result of their special needs (Porter, 1999; Lovecky
1992; Schuler 2003). What strikes me about some of the data is the bias which comes across from
Andrew's reflections. He states, "They uprooted me and put me in a classroom because of my
behaviour instead of trying to deal with the behaviour in the classroom" (p.3). The researchers
analyse this as being the participant's anger and frustration towards his labelled disabilities. He then
goes on to describe, "I don't remember a single thing that we did in there that I considered as being
educational" (p.3). Were these statements an actuality of what he would have stated at the time in
question, or were they the result of his ability to reflect from a teacher's perspective? Nevertheless
the statements he makes, which are often quite controversial e.g. "We did not learn about math or
science that I recall" (p.3), do seem to be conducive to the type of evidence that the researchers may
have required to

The Benefits Of Tailored Mentoring
Introduction
Mentoring is an excellent way to teach students about any subject. Whether it's math, science, social
studies, art, or literature, being a mentor is a satisfying feeling. For a mentee who struggles with
particular subjects, they might want to consider getting a mentor. The biggest challenge is having a
student that is gifted can be a frustrating and counterproductive use of time. Science and
psychologists have studied effective ways to teach gifted students through tailored mentoring
programs. They have shown to be successful, but there are a lot of questions why it is so successful.
Finding the answers is beneficial to both the mentor and the mentee, so they're on the same page.
What is Tailored Peer Mentoring?
Tailored peer mentoring is a program that is designed to help a gifted student learn, based on their
needs. Depending on what the student needs, the mentorship should teach in a certain manner so the
gifted student understands. While it is not a common form of mentorship, tailoring a program based
on the student has started to gain traction. It's well known that not everyone learns at the same rate,
but by forming a program that will help them learn at their own pace. It's important that a mentor
shows patience and knows how to work with different gifted ... Show more content on
Helpwriting.net ...
It could be that the mentor is explaining things in a way that a gifted student understands the
material. Perhaps the mentor makes the gifted student feel more comfortable and asking more
insightful questions about the material. Considering there are four effective learning processes,
perhaps a mentor is better at teaching those "Big Four" learning processes. Students who do receive
tailored peer mentoring have a chance to learn subjects at their own pace, instead of trying to keep
up with the rest of the class, which can also be a factor in the success

Social And Emotional Development Of The Gifted
Social and Emotional Development of the Gifted 1
Running head: SOCIAL AND EMOTIONAL DEVELOPMENT OF THE GIFTED
Social and Emotional Development of the Gifted
Emily Medford
Arkansas State University
Social and Emotional Development of the Gifted 2
Social and Emotional Development of the Gifted
When dealing with gifted children, there are often many social and emotional problems that are
underlying. Gifted students are not like other students. These students are often referred to as the
ones that are smart with good grades and have superior test scores. Gifted students are envisioned as
the students that are extraordinary in many aspects! What is not always ... Show more content on
Helpwriting.net ...
These characteristics can also cause the already identified students to not achieve to their fullest due
to stress and lack of motivation.
It is very hard to understand why students don't perform to their full potential when you know they
are capable. This is known as underachievement. "Both early researchers and more recent authors
have defined underachievement in Social and Emotional Development of the Gifted 3 terms of a
discrepancy between a child's school performance and some ability index such as an IQ score."
(Delisle & Galbraith, 2002). "Gifted children who do not succeed in school are often successful in
outside activities such as sports, social events, after–school jobs, talent or hobby interests." (Delisle
& Galbraith, 2002). So we wonder what causes the underachievement.
Bainbridge (2014), believes these problems result from gifted children being able to intellectually
understand abstract concepts but are then unable to deal with those concepts emotionally. Ones
physical development may also lead to an inability to complete a task that they are capable of
intellectually envisioning. "Perfectionism can lead to fear of failure, in turn causing a gifted child to
avoid failure by refusing to even try something." (Bainbridge, 2014). This often leads to a lack of
motivation among students.
McCoach & Siegle (2005), believe that motivated students appear to

Theoretical Frameworks Of Learning, Discipleship And...
Discuss how children learn with a focus on one area from a selection of current priorities drawing
on relevant literature, research and practice from a critical perspective
This essay will discuss two theoretical frameworks of learning, Behaviourism and Constructivism.
Then examine the orginin, need and importance for ability grouping specifically to aid the gifted
student. It will then analyse evidence of a child from block School Experience (BSE) 1 and relate
theory to practice.
Learning can sometimes appear to be a very simple thing, understanding how we learn is not as
straightforward as it may seem. Numerous definitions and theories of learning indicate the
complexity of the process.
David Fontana (1985) considered learning as a relatively persistent change in an individual's
behaviour due to experience, associating the outcome of learning as the behaviour. In contrast Norah
Morgan and Juliana Saxton (1991) argue "effective teaching depends upon recognizing that effective
learning takes place when the students are active participants in 'what's going on'" demonstrating a
more constructivist approach to learning where more attention is paid to what is going on inside the
child's head and the mental processes taking place.
Behaviourism ignored the need to consider internal mental states or consciousness, describing all
behaviour as being caused by external stimuli. The works of behaviourists Ian Pavlov (1849–1936)
and Burrhus Frederic Skinner (1904–1990) explored

Differentiation: What is it? Essay
Differentiation: What is it?
Today in education different abilities are being acknowledged on a regular basis. So a common
description being used for the "perfect" classroom which accounts for the variety of instruction and
activities is a differentiated classroom. This phrase is thrown around and many teachers may not
understand how a differentiated classroom works. "In a differentiated classroom, the teacher
assumes that learners have differing needs.
Therefore the teacher proactively plans a variety of ways to 'get at' and express learning"
(Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more
work to the smart children. Instead the teacher must assess who understands the material, ... Show
more content on Helpwriting.net ...
For example, if a third grade student can read at a fifth grade level then when it comes time for
children to read books independently, the student should not be restricted to books which are
considered to be appropriate for third grade students. Interest differentiation allows teachers to
create an assignment which will involve an area that really interests students (Tomlinson, 2001). So
if a science project is assigned to students and one child has aspirations of becoming a veterinarian
then the teacher may encourage the student to research an animal for the project. The learning
profile approach "ensures that a student has a way of 'coming at' materials and ideas that match his
preferred way of learning" (Tomlinson, 2001, p. 73). An example may be that a teacher lectures on a
topic, shows examples of the idea, and has children use materials to illustrate the topic. By creating
numerous approaches to the information, the teacher allows for more students to comprehend the
material.
Any approach to differentiating classrooms may take more time and planning than a traditional
lesson of straight lectures. Yet teachers should notice that increased lessons which challenge
students at the level which they are performing will allow all students to grow (Tomlinson, 2001).
Making sure every student is growing is a job of the teacher. Ways in which lessons can be
differentiated is endless (Tomlinson, 2001).

Gifted And Talented In Ender's Game
In society, there are a limited amount of individuals who are given the title "Gifted and Talented". In
Ender's Game, Card accurately displays the aspects of the gifted and talented and their relationship
with society. The type of gifted and talented individuals, the way they conform to society, and the
way they are treated are key to this relationship.
One important characteristic of gifted and talented individuals is their level of intelligence. The
gifted and talented are "children who have potential to develop significantly beyond what is
expected of their age", which means their intelligence is above average for their age (BBC News).
Ender not only shows the characteristics of a gifted child, but he also shows the traits of being a
highly gifted child. Aspects of the highly gifted include "processing material at a much greater
depth, and show incredible intensity in energy, ... Show more content on Helpwriting.net ...
Ender displays intellectual prowess when he effortlessly double numbers inside his head (Card 44).
Since the gifted and talented develop more intellectually at a quicker rate, these individuals are more
prone to becoming leaders in a society. Leaders of societies have the capability of greatly
influencing the futures of members present in the society through their knowledge and experiences.
Although the gifted and talented possess the potential to change society, they must also conform to
the demands of society at times. In the book, Ender goes through many phases that change him in
order to hone the aspects needed by society. Ender evolves from a sensitive boy to a war leader and
savior. His evolution is the result of the lengthy training he had to undergo after arriving at Battle
School. Society

gifted education and funding Essay
How Lack Of Funding Effects Gifted Students In Ohio
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.
The Ohio ... Show more content on Helpwriting.net ...
Ohio now requires school district to test students to see how gifted they are, and to notify parents
that there students are talented and gifted, but does not require that school districts do anything to
enhance or accelerate that child's education. The state would never consider doing this to a child in
special education, but it is well accepted in gifted education.
The Ohio Department of Education beliefs that gifted children can make it on their own and do not
need special services. This is not true, high percentages of students become underachieves and never
attend college. Many are discipline problems, eventually dropout, and many commit suicide. Many
gifted students who stand out in classrooms, are often used as a tutor for the other students. This
only further excludes them from learning and makes them stand out to ridicule.
The No Child Left Behind law is commonly referred to as the No Child Pushed Forward law in the
gifted community. This is due to the fact the classrooms are required to assure that every child meets
basic requirements, however once gifted children meet these requirements they are required to wait
and practice a few more times while every catches up. This law has helped many slow learning
students, but it has impeded many gifted students.
Gifted Education while a section of Special Education is not required to fill out

Twice Exceptional: ADHD and Giftedness Essay
Joey is a bright, happy, healthy, and somewhat excitable 10 year old boy. He has been identified as
gifted and has an IQ of about 165. He has also been diagnosed with Attention Deficit Hyperactivity
Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He is receiving Special Education
services at his school for what has been labeled an Emotional Disability. He has a hard time
maintaining friendship with children his own age and sometimes keeps to himself and refuses to
interact with the children in his class. He has a difficult time expressing his emotion in appropriate
ways and finds it difficult to maintain appropriate boundaries when it comes to relationships with
other people. In this paper we will discuss whether emotional ... Show more content on
Helpwriting.net ...
These features of ADHD can significantly decrease a child's ability to succeed academically,
socially and emotionally (Bell, 2011). Diagnosing ADHD can be a difficult task because there is not
a test or specific physiological features that identify the disorder (Gupta & Kar, 2010). This disorder
is diagnosed based on behavioral observations by parents, teachers, and clinicians(Gupta & Kar,
2010). Parents and teachers report these observations subjectively, so there may be some
discrepancy in the actual behaviors observed (Gupta & Kar, 2010). For a diagnosis of ADHD a child
must show at least six of nine symptoms described in the DSM–IV (Gupta & Kar, 2010). There are
two subtypes included in the DSM–IV, inattentive and hyperactivity–impulsivity. Depending on the
subtype in which the child shows symptoms, they would be diagnosed with one subtypes, or the
combined type if they show at least six symptoms in both categories (Gupta & Kar, 2010). The
symptoms must have been present before the age of 7 and the symptoms must be present in at least
two settings and cause impairment in functioning (Gupta & Kar, 2010). The symptoms must also not
be able to be accounted for by another mental disorder (APA, 2000). If a child meets all of these
criteria, they can be diagnosed with ADHD by a clinician. There are several ways that a clinician
can gather the information

The Development Of Gifted Education

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