GUIDELINES FOR BEST PRACTICES IN THE EDUCATION OF GIFTED CHILDREN | Children who are gifted learn at a faster rate than other children of their age, experience, and environment, and, therefore, can move through the curriculum at a more rapid pace which is developmentally appropriate for them.
Children who are gifted share the ability to think with more complexity and abstraction than other children of their same age, experience, and environment and, therefore require differentiated curriculum.
Children who are gifted have some unique social needs and may feel different; they need access to appropriate counseling and support. Children who are gifted require time with others who are similar to them in order to establish cognitive relationships and to facilitate their academic and social growth. Some gifted children may not be reaching their potential, or even be recognized as gifted…additional support is needed to offer opportunities for their giftedness to develop. Because learning needs of gifted children are different…, teachers responsible for these students must have a knowledge base and skills to meet their needs and should enjoy working with these students. When an appropriately differentiated education is not provided, gifted children do not thrive in school and may even suffer cognitive or affective harm. Services for gifted children must be part of an overall educational program supporting excellence for all students, and it must include opportunities for advanced students. The early educational experiences of potentially gifted students help to shape their learning habits; therefore, it is essential that young students with high abilities have access to appropriately stimulating and challenging education to help ensure that their potential is developed. When given appropriate educational opportunities, children who are gifted will become increasingly knowledgeable; therefore, their need for differentiation increases as well… Potentially gifted students from culturally diverse or economically disadvantaged families and students with disabilities are often overlooked in gifted programming; therefore special efforts may be needed to ensure students are recognized and served.
Source: Coleman & Gallagher / STAGE |
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