Gifted Children Essay

PART A Brisbane Catholic Education ensures that schools are an inclusive, supportive and engaging environment for all students, staff and caregivers. It strives to build a community that values, celebrates and responds to diversity (Brisbane Catholic Education, 2015). Catholic schools cater for students who have a diverse range of personal characteristics and experiences. These characteristics and experience include various physical, religious, cultural, personal health or wellbeing, intellectual

School is hard for everyone; we can all agree on that known saying. For some students it is much worse than the normal kid though. There are such problems as gender, poverty cultural diversity, special education and the Gifted and Talented programs. This can make learning and fitting in hard for a student to do. Gender, this is separated with female and males. Males are taught with more forceful ways and are talked to more strictly. Boys are twice as more likely to be put into a special education

Therefore, gifted education is considered to be a core element of generating quality human capital; hence, a great deal of resources has been investing into education in order to implement strategies to provide a high quality education for gifted children (Hernandez-Torrano & Abisheva, 2013). There are a lot of issues beyond gifted education in terms of identifications, perceptions, teaching methods, peculiarities and etc. Nowadays, different ways of supporting and organizing gifted children’s

seen a widening of white-black and white-Hispanic achievement gaps (Reardon, et al, 2013). A broad, sweeping federal definition would, I feel, achieve similar outcomes. Some gifted students, in particular students of minorities and subgroup populations, may not be easily identified for reasons that can be attributed to cultural or socio-economic differences, to differences in opportunity to learn, to disabling conditions that may mask giftedness, or to biases in the identification process (p.

One of the most unpleasant and frustrating situations faced by many parents and teachers at various stages of their lives generally involves situations where they work or live with children who do not perform as per their capabilities or the potential, thereby being labelled under the banner as ‘underachievers’ though most of the people are not really clear about the deeper and exact meaning of this term (Clinkenbeard., 2012).The point at which this term is to be used is very ambiguous as there are

·     The state should provide adequate resources to ensure that children with special educational needs can have an education appropriate to those needs. What are the stages in the continuum of services to meet the needs of children with Special Educational Needs? ·     Full-time placement in mainstream class with additional support from the class teacher ·     Full-time

client may new. Depending on the needs of the client the Licensed Marriage and Family Therapist (LMFT) could be a better fit. In considering the tests that exist, one sample population LMFT’s are likely to work with are children. Development is always a major factor in children with intellectual or behavior issues. One test that is dynamic to this factor is the Profile of Creative Capabilities (PCA). The Profile of Creative Capabilities (PCA) includes two subtests (Drawing and Groups) and 2

Gifted and Talented: A Gift and a Curse Although being gifted and talented (GT) is not thought of as a disability, it presents its own set of difficulties. It is difficult to estimate the absolute number of gifted children because the calculation depends on the various criteria and methods used to identify gifted children. Also, due to the nature of begin gifted and talented, common characteristics can be misleading. The Gifted and Talented Student A student who gets good grades, behaves well

In terms of special education, children should be grouped on basis of past classroom performance. Before placement, a child must be given a complete, valid, and appropriate evaluation – for all and a child must have a say in placement to help them be actively involved in their education. (Woofenden, 2017). I believe it is helpful to incorporate special education students into the ‘regular’ classroom through within-class ability grouping. Within this method, a single class is divided into 2-3 groups

Kennedy, D. M. (2002). Glimpses of a highly gifted child in a heterogeneous classroom. Roeper Review, 24(3), 120-124. This article reports on a case study done by the researcher, and it focuses on the interactions and activities of a highly gifted student, called Joshua, in a heterogeneous classroom. By the time this study was conducted, Joshua was 9 years old boy, yet he was two years younger than his fifth grade classmates because he had been grade advanced. From the observations of his teachers