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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 ...
In a list of reasons compiled in Fostering Academic Excellence, McLeod and Cropley (1989) describe the specific advantages to placing gifted children in adequate programs: “Gifted children are a resource”; here the need for inventive and intelligent minds who will improve the quality of life and advance in the new technological age is stated.
Standardized universal screeners and regular progress monitoring assessments are used to evaluate students' proficiency in core knowledge and skills (e.g., reading, mathematics), as well as determine any necessary modifications to the instruction or appropriate interventions for those appearing as below grade level.
Harmon Middle School math teacher Lauren Sobolewski, who recently was recognized as Ohio Association for Gifted Children Teacher of the Year for 2024, works with students Anna Stefanko, 11, and ...
An enrichment program teaches additional, deeper material, but keeps the student progressing through the curriculum at the same rate as other students. For example, after the gifted students have completed the normal work in the curriculum, an enrichment program might provide them with additional information about a subject.
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 ...
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]
In 2009, African Americans comprised 16.7% of students in general education but only 9.9% of students in gifted programs, and Latino students 22.3% of general education but only 15.4% of gifted programs. [34] In a majority of gifted programs, the first step is referral from a teacher.
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