The Impact Of Technology For Gifted Children

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
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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 В‘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 content on Helpwriting.net ...
In this study there was no deficit in the amount of data collected by the questions asked by the researcher, with Andrew providing В‘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

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 content on Helpwriting.net ...
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

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

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

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

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

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

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

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

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

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

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

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

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

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,

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...
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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

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.

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 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

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

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

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

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

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

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 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

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
content on Helpwriting.net ...
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

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 content on Helpwriting.net ...
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

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

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

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 forgifted
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

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 HighSchool, 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

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

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

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

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 asibling 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

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

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

The Impact Of Technology For Gifted Children

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