Gifted education has changed throughout time as individuals learn more about how to serve the gifted students to the fullest extent and make sure that they are challenged but not frustrated. There are many types of services to support the gifted individual, which include pull-out sessions, self-contained learning environments, and inclusion within the classroom. The goal of all the different types of gifted educational services that are offered is to have “schools that teach, challenge, and honor children for who they are” (Shapon-Shevin, 1994). There are many advantages and disadvantages when implementing these different service models to the gifted. Inclusion is one that offers the greatest benefit to the gifted individual when implemented
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“When teachers differentiate instruction, they make learning personal, meaningful, and relevant for the students in their classrooms, affecting how they view school and themselves as learners” (Gentry & Fugate, 2013). This is a benefit to gifted learners since the teacher would be the most up-to-date on their subject area due to constant professional learning. Being current on their field of study enables the teachers to answer questions and come up with challenging activities for all ability levels. In addition, when teachers talk and plan together it makes a difference in the classroom knowing how to deal with many different types of students. Each teacher has a different perspective and can offer assistance when needed through collaboration. As a result, inclusion for gifted education students in a regular classroom with a differentiated curriculum allows gifted students to succeed and …show more content…
Some parents also felt, that the gifted students waited for other students to complete their assignments (Martin, 2002), and as a result, it was not a productive use of the gifted student’s abilities. In addition, teachers are critical of the inclusive model because class sizes are too large in order to tailor a class differentiation approach (Benson, 2002). This is a concern, because class sizes in Arlington, used to be capped at 23 for SOL classes in the high school in 2002 and in the 10 years following the class size has increased to 27 with the reality being most classes being of 29 students. This does make it very difficult to know your students and as a result, implement inclusion of gifted students within the regular classroom. There is also evidence of declines on achievement test scores for students from upper level classes who are regrouped into a heterogeneous environment (Crammon, 2002). When gifted students are in the regular classroom, they also feel bored because of the repetition that the teachers have to do for other students and thus minimizing their opportunities to learn additional curriculum (Nevitt, 2000). In a homogeneous classroom, many individuals feel that there is a higher level of achievement and they achieve more than gifted students in a regular inclusive
“When teachers differentiate instruction, they make learning personal, meaningful, and relevant for the students in their classrooms, affecting how they view school and themselves as learners” (Gentry & Fugate, 2013). This is a benefit to gifted learners since the teacher would be the most up-to-date on their subject area due to constant professional learning. Being current on their field of study enables the teachers to answer questions and come up with challenging activities for all ability levels. In addition, when teachers talk and plan together it makes a difference in the classroom knowing how to deal with many different types of students. Each teacher has a different perspective and can offer assistance when needed through collaboration. As a result, inclusion for gifted education students in a regular classroom with a differentiated curriculum allows gifted students to succeed and …show more content…
Some parents also felt, that the gifted students waited for other students to complete their assignments (Martin, 2002), and as a result, it was not a productive use of the gifted student’s abilities. In addition, teachers are critical of the inclusive model because class sizes are too large in order to tailor a class differentiation approach (Benson, 2002). This is a concern, because class sizes in Arlington, used to be capped at 23 for SOL classes in the high school in 2002 and in the 10 years following the class size has increased to 27 with the reality being most classes being of 29 students. This does make it very difficult to know your students and as a result, implement inclusion of gifted students within the regular classroom. There is also evidence of declines on achievement test scores for students from upper level classes who are regrouped into a heterogeneous environment (Crammon, 2002). When gifted students are in the regular classroom, they also feel bored because of the repetition that the teachers have to do for other students and thus minimizing their opportunities to learn additional curriculum (Nevitt, 2000). In a homogeneous classroom, many individuals feel that there is a higher level of achievement and they achieve more than gifted students in a regular inclusive