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Difficulty can arise in placing gifted students who have recently moved into the school district. [15] Cluster grouping has been accused of denying academic leadership to other classes, but experience has proven otherwise. When gifted students are grouped for instruction, new leadership emerges among the remaining students. [16]
In her book, Identifying Gifted Children: A Practical Guide, Susan K. Johnsen (2004) writes that schools should use a variety of measures of students' capability and potential when identifying gifted children. These measures may include portfolios of student work, classroom observations, achievement measures, and intelligence scores.
Gifted students learn in a different manner and at an accelerated rate compared to their peers in the classroom and therefore require gifted programs to develop and apply their talents. Gifted children need outside instruction and development opportunities to expand their minds and become most useful to society and themselves.
About 75 percent of the 16,000 students in New York’s gifted program are white or Asian, but those groups make up only about 25 percent of the total student body, according to the New York Times.
Harmon Middle School math teacher Lauren Sobolewski, who recently was recognized as Ohio Association for Gifted Children Teacher of the Year for 2024, speaks with student Katherine Chen, 11, in ...
Regular classroom teachers should not schedule tests, special events, or new topics during the pull-out. [14] Pull-out students can prove their mastery of the regular classroom material by answering a small subset of the problems containing the most challenging material. [15] A single, larger block of time is preferable to two or more smaller ...
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