Gifted Changes In Education

774 Words 4 Pages
According to the Public’s View of Education poll of 2015, sixty-seven percent of the United States believe that the learning expectations for students could change to improve the education system’s quality (Testing). The ideal quality differs in every one of those voter’s minds, but student equality is, no doubt, one of the requirements on their lists. America has been striving for educational equality ever since the No Child Left Behind Act of 2001; however, there is still a group of students who are gifted, yet, are unrecognized and misrepresented. In order to improve the American educational system, gifted students should no longer be neglected and more beneficial changes should be made for them. Understanding what gifted students deserve …show more content…
As previously mentioned, identifying gifted students based on psychosocial factors is more effective than determining skills based on exams. A student who has the required attributes, but is not considered gifted, can still benefit from services for the talented (Ritchotte). Another problem that can be changed is the neglect from school employees; in fact, “many educators hold the popular myth that these skillful students can survive it on their own without much assistance from teachers” (Yee Han, 46), meaning that talented students are also left isolated from their teachers. This myth has dominated the stereotype of gifted and caused for helpful services to not be created. Teachers, and parents alike, need to be aware of the complications that gifted students face every day and assist them in getting all they can out of a healthy educational experience (Yee Han, 45). Simply creating those programs to do so will minimize the amount of students who are left behind and help those who need the proper assistance. Beneficial changes, which include the creation of helpful programs, should be made to help accept gifted …show more content…
Those students’ daily lives are extremely complicated; they are unrecognized, isolated and often have a variety of unhealthy characteristics which contribute to anxiety. These students’ education system should change in order to better assist them. By identifying the gifted using characteristics such as level of motivation and not academic scores and offering gifted services which give them a challenging, accepting atmosphere, the neglect of gifted students will end. All these gifted students require, like all human beings, is recognition and compassion. Ending those stereotypical myths and granting these students what they deserve in their education is not too much to ask in the twenty-first century, especially when the majority

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