Professional Development Plan For Early Childhood Education Teachers

1222 Words Nov 18th, 2016 5 Pages
Professional Development Plan for
Preservice Early Childhood Education Teachers:
Gifted 101

The think tanks are addressing issues about ableism by focusing on the disadvantages that people with disabilities experienced. In other words, the contour of ableism is defined based on the dynamic between “normal” and what is assumed as deficient, limited or abnormal (Ostiguy, Peters, & Shlasko, 2016). This indicates that being a gifted or talented student does not even consider in the ability range. However, as Cross (2013) claimed “Students can be seen as populating a continuum of ability levels, from special-needs students to average students to the highest ability gifted students.” The gifted and talented students might face with difficulties too. For example, while disabled students might exposed to hurtful language, gifted children also might have same experience and feel estranged and distant from their classmates (Coleman & Cross, 1988). In addition, the teachers might consider the gifted students as a socially handicap, because of the stereotypical believes they have. Similarly, the three preservice early childhood teachers I interviewed were also describing the gifted students as social incompetent kids. Most importantly, the goals of Anti-Bias Education, which Derman_Sparks and Edwards (2010) mentioned, are:
 All children will develop autonomy and independence (as they are able), as well as confidence and pride in their competence
 All children will…

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