EDUCATION

How do teachers ensure effective provision for gifted and talented and talented children?



Table Of Contents

Rationale of the Research3

Introduction3

History3

Early Literature Review4

Weaknesses of Current Practices8

Discussion9

Linkage amidst Thoery & Practice10

Inclusive Classrooms12

Implementation of Special Education Philosophy 13

Personal Experience & Understanding14

Conclusion15

References16

Rationale of the Research

The premise of choosing this topic is that special/gifted and talented children have higher levels of intelligence then other children in general and can be a source of asset due to their competency levels. Despite the high competency level they are still disadvantaged as they do not get the opportunity to build upon or exhibit their talents. This is because the schools as well as the teachers are not aware of different modes of teaching to cater to these special/gifted and talented children. If not catered, then the Special/gifted and talented children are known to undergo higher levels of frustration, bruised self-esteem and chronic sense of underachievement

Constituents of Research

The purpose of this research is to analyze: 1) what makes special/gifted and talented children contradistinctive in terms of characteristics from the other children in general? 2) How are special/gifted and talented children classified as being special/gifted and talented children? 3) With the support of the earlier researches; what practices can be utilized to ensure the effective provision of the development of special/gifted and talented children? 4) What modes of teaching have been effective with respect to previous researches and practical experience?

Introduction

History

The concept of gifted and talentedness has evolved over the course of time. Societies throughout the world have long held varying views of how the term gifted and talented is defined. Early societies valued people who excelled in military skills (Spartans), academics and physical fitness (Athenians), and engineering (Romans). In Athens, upper class males were sent to private schools and higher education institutions, although many females also contributed greatly to Roman society.

Early China recognized child prodigies and nurtured their gifts as much as possible, bringing them to the imperial court to do so. The Chinese believed that children from all social classes had the right to be educated, and they differentiated for the students based on their abilities. In Japan, schooling was based on status in society. Children of Samurai were well-educated and received training in a number of areas, including history, classics, and martial arts. Lower class children received training in obedience and loyalty instead of the traditional school subjects learned by the upper class students. During the important European Renaissance period, artists, architects, and writers—any and all intellectuals— were highly valued, and those who were considered gifted and talented based on their performance were sought after and rewarded. Throughout history, cultures have recognized and encouraged what they defined as gifted and talentedness, based in part on what was important to that particular time period. However, there was not one distinct way to define or measure gifted and talentedness until the concept of individual differences was introduced (Wedell, 1980, p. 130).

Early Literature Review

Researchers became interested in gifted and talented education and individual differences during the early 19th ...