The document discusses assumptions, agreements, arguments, and aspirations regarding gifted students and their education. It agrees that students with disabilities can also be gifted and that gifted programs should be available at all grade levels. It wants to argue that teachers don't always understand gifted students or modify curricula for them, and that gifted services are costly. It aspires to differentiate instruction to advance all learners, including providing enrichment for gifted students, and ensure students with disabilities receive gifted services if eligible.

1. What Assumptions does the author of
the text hold?
1. Gifted students don’t need
help; they will succeed on
their own.
2. Gifted students get bored and
frustrated easily.
3. Teacher’s don’t understand
gifted students and have
trouble changing the
curriculum.
4. Gifted students have to be
placed in advance classes.
5. Gifted students are never
challenged.
6. Students with disabilities can
not be gifted.
What do you Agree with in the
text?
1. Students with disabilities can
also be gifted.
2. Gifted students may get bored
and begin to act out due to
work that is not challenging
enough.
3. Gifted programs should be
available at all grade levels
in all areas.
What do you want to Argue with in
the text?
1. Teacher’s don’t understand
gifted students and have
trouble changing the
curriculum.
2. Gifted services cost a lot of
money.
3. Gifted students have to be in
regular classes to be seen as
role models.
What parts of the text do you want
to Aspire to(or Act upon)?
1. I would like to make sure that
I am a teacher that is
consistently differentiating
instruction to advance the
learning of all students,
including providing enrichment
for gifted learners.
2. I would like to make sure that
students with disabilities are
also provided with gifted
services if they qualify for
them.