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Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G&T education) is a sort of education used for children who have been identified as gifted or talented. The main approaches to gifted education are enrichment and acceleration. An enrichment program teaches additional, deeper material ...
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.
They claim that the learning needs of advanced students are too important to be restricted to the day(s) on which their gifted class is scheduled. Furthermore, as they also point out, students can be penalized for missing their regular class (for example, by missing a class field trip), and sometimes teachers resent the pull-out teacher taking ...
Yet, in effect, this is exactly what we do when we label some as “gifted”—a common practice not only in today’s educational system, but also in our family systems and beyond.
Cluster grouping is an educational process in which four to six gifted and talented (GT) or high-achieving students or both are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher who has had specialized training in differentiating for gifted learners. [1]
The identification of giftedness first emerged after the development of IQ tests for school placement. [5] [6] [7] It has since become an important issue for schools, as the instruction of gifted students often presents special challenges.
The 2e education approach has 35 years of research and best practices tailored to the needs of 2e students. It is a marriage between special education and gifted education—a strengths-based, differentiated approach that provides special educational supports. Many argue that talent development is the most critical aspect of their education. [30]
The Marland report, officially Education of the Gifted and Talented: Report to Congress, is a 1972 report to the Congress of the United States by Sidney P. Marland Jr., which contains a widely known definition of giftedness of children. It is the first national report on gifted education. One of its most compelling major findings was:
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