Gifted Education Plan Analysis

I evaluated the information in the document above based upon Moon’s (2013) nine measures to consider in comprehensive gifted education program. I think that FCCPS does a considerably good job addressing these nine guidelines. However, I believe they should consider more non-standardized materials and data while considering students for identification.

Throughout the school systems the Elementary school teachers and Secondary school teachers rely on the Special Education teacher to make accommodations, modifications, and differentiation instruction for these students. In my major we must think of ways provide the best education for students who do not fit into the “norm” they teach us how to personalize the education experience for each student so that they can fit within the expectation of the classroom except for the Gifted and Talented students who will always be outsiders. The Special Education teacher can pull a student with Special Needs to the “norm” in the classroom but they will never be able to pull the Gifted and Talented students intellect down to the norm or take away the talent. In my major they teach us to enhance the Gifted and Talented students’ curriculum so that the other students will not notice and/or they are in different classroom

gifted students within those states, and are not consistent across the United States. “Seven states

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Because of school-wide issue such as, funding, space, and staff availability, this may be the maximum amount of time that they can physically provide for pullout enrichment for gifted students. This is common, and in these cases, it is important to “ensure that the curricular and instructional experiences within the general education classroom are appropriate for the advanced needs of gifted students” (Brighton and Wiley, 2013, p.192). We know from the Lackland description, that their students are not receiving these educational opportunities in their general education classrooms because many of the students are displaying a lack of

As a principal I find the limitations to this program are within the scope and sequence. Although separated by grade level, there is no in-depth research of a subject. Critical thinking is not of the highest level; critical thinking is that of evaluation and not of creating. Another concern is that the scope and sequence is not detail and concise with project and research expectations. The way the current scope and sequence is written it leaves the teacher with the understanding that projects are optional and can be completed at any Bloom's level. I argue that if a student is nominated and invited to be in the Gifted and Talented Program their work needs to exceed that of their peers. Class work as well as research projects must meet a higher Depth of Knowledge (DOK).

In this case, some people refute that gifted students are practically children with adult minds who are capable of diving into the real-world while they have merely begun to test the waters. Others counter with the belief that pushing gifted youth to tackle subjects above the average student of their grade is socially damaging. However, K. Elijah (2011) explains that gifted students who are not being challenged can develop an extreme boredom in school which can lead to disruptive behaviors that will evolve into dropping out of school. In the same article, gifted students are credited with learning quicker, more deeply, and tend to practice material for memorization less (Elijah, 2011). Also, “Acceleration of Gifted Students” (2003) further clarifies that when gifted students are properly assisted in developing an educational program, they report to be satisfied emotionally and academically. Students also tended to have more self-confidence, and no negative effects of acceleration were reported in a survey of non-gifted and gifted students (“Acceleration,” 2003). Assisting gifted students is imperative whether it be through homogeneous grouping, heterogeneous grouping, and/or acceleration in order to provide proper instruction that will benefit these

When the students graduating from Northern’s Gifted Program were in elementary or middle school, they nervously took a test would make them eligible for the school’s reputable Gifted Program. At Northern, all students entering the grade 9 Gifted Program must be formally identified through the TDSB’s assessment of intellectual ability. In our Board, in order for a student to qualify for gifted education, his or her overall score must be higher than that of 98% of same age students; gifted students constitute the elite 98th percentile. TDSB gifted assessments such as the Wechsler Intelligence Scale for Children or Fourth Edition typically take about three hours to complete.

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.

2. The important nature of multiple learning environments for gifted students. This includes creating safe, inclusive, and culturally responsive environments for all students. These environments provide the framework for a continuum of services that respond to individual’s gifts, talents,

I really do agree with you that students with a disability can teach everyone around them. They have a unique viewpoint on the world and often times, they are among the strongest people around us. Also, I agree the that students who are gifted can have a hard time communicating with their fellow peers. Many programs in schools do not have enough resources to have a sophisticated gifted program. Through my primary school, the gifted program's teacher was only able to meet with the students once a week for an hour or so. I wish there was more time for the students to meet as many of them were able to communicate with each other about higher-level topics. Often times, I notice that younger students who talk about issues that their peers don't

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

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.

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and

District 47 has the mission of educational excellence for all students. Quality education requires community participation and shares responsibility, as well as it “demands a commitment to the physical, emotional, social, and academic needs of learners.” (Crystal Lake Elementary District 47 , 2002-2017) However, English Language Learners have been underrepresented in Gifted and Talented Programs at District 47. Currently, out of 13 elementary schools in District 47, only two Elementary School have one student enrolled in a gifted and talented program called “Extended Curriculum.” One of them attends North