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1
Zrilić, Smiljana, and Dinko Marin. "Zakonski okvir odgoja i obrazovanja darovitih učenika u Republici Hrvatskoj." Magistra Iadertina 12, no. 1 (March 16, 2018): 91. http://dx.doi.org/10.15291/magistra.1464.
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The Croatian legal framework determines the possibilities of education for gifted children and pupils. According to the articles and regulations of the law and other national documents15, schools are obliged to necessarily organize identification processes of gifted children and to enable their schooling according to adequate models and differential curricula. Gifted children are often exposed to too high or too low expectations of their surroundings creating the feeling of helplessness, particularly if their peers isolated them due to their dissimilarity (interest, behavior, vocabulary they use and similar). The role of the teacher is, therefore, of crucial importance for he/she must firstly know how to recognize and identify gifted pupils. Their specific education needs are to be respected and encouraged, as well as the advantages and the teacher should try to alleviate the disadvantages that their giftedness creates in their environment. The application of a differential curriculum is indispensable. But first and foremost is the question how are our legal acts and bylaws in line with the needs of contemporary schools and how much are higher schools’ curricula directed towards the training of future teachers in their work with gifted pupils. The present work analyzes the articles of valid regulations in the Republic of Croatia which determine the upbringing and education of gifted pupils.
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Bhatt, Rachana. "A Review of Gifted and Talented Education in the United States." Education Finance and Policy 6, no. 4 (October 2011): 557–82. http://dx.doi.org/10.1162/edfp_a_00048.
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Gifted and talented education programs provide children who have been identified as having high ability in some intellectual or creative characteristic with a supplemental curriculum to their traditional coursework. Despite the popularity of these programs, the literature lacks a comprehensive review of gifted education in the United States. This policy brief aims to fill this void by providing national and state-level statistics on participation rates, funding appropriations, and policies on gifted education. Since many of the operational details of these programs are determined by local education agencies, data on a nationally representative sample of schools are then used to provide information on gifted curricula, instructor training and experience, and the selection process for admission. Finally, a review of the research on gifted education is provided. This research highlights that gifted programs vary widely and that further research on this topic can provide valuable information to policy makers and educators.
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Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.
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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.
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Cratty, Bryant J. "Physical Education for the Gifted and Talented: Suggested Strategies and Program Content." Journal for the Education of the Gifted 11, no. 2 (January 1988): 79–91. http://dx.doi.org/10.1177/016235328801100207.
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For decades academic curricula for the gifted have been marked by attempts to enrich offerings in order to accommodate to intellectual differences evidenced by this type of exceptionality. However, youngsters have usually been exposed to traditional programs of physical activity. It was the purpose of this article to demonstrate useful ways in which physical activity programs may be made meaningful to creative and gifted children and youth. Themes have been recommended for the guidance of physical education programs, including exposure to ideas inherent in motion itself, as well as stimulating cognitive processes expressed in physical actions. The article concludes with a model suggesting ways in which curricula decisions, as well as cognitive processes may be shifted to gifted learners. Ways in which various themes presented may be incorporated into the teaching model outlined, are also discussed at the conclusion of the article.
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Silverman, Linda Kreger. "It All Began with Leta Hollingworth: The Story of Giftedness in Women." Journal for the Education of the Gifted 12, no. 2 (January 1989): 86–98. http://dx.doi.org/10.1177/016235328901200202.
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Leta Stetter Hollingworth was the first champion of the cause of gifted girls and women. She was also one of the founders of gifted education, if not the founder, since she instituted the first course in the nature and needs of the gifted, wrote the first major textbook in the field, conducted over 30 original studies of gifted children, developed one of the first and most celebrated experimental education programs, designed curricula and counseling techniques still in use today, and contributed the first extensive study of children above 180 IQ. In addition, she single-handedly launched a battle to refute the pervasive beliefs of her time that females were innately inferior in intelligence to males. Through her own scholarship, ingenuity, courage and tenacity, Hollingworth won the battle and provided the foundation upon which we can build to understand and nurture giftedness in females.
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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field." Journal for the Education of the Gifted 25, no. 3 (April 2002): 269–89. http://dx.doi.org/10.1177/016235320202500304.
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This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.
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Reid, Eva, and Božena Horváthová. "Teacher Training Programs for Gifted Education with Focus on Sustainability." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 66–74. http://dx.doi.org/10.1515/jtes-2016-0015.
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Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.
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Shihab, Ibrahim Al. "Problems Affecting Gifted Children In Jordanian Schools." American Journal of Health Sciences (AJHS) 3, no. 4 (September 21, 2012): 301–10. http://dx.doi.org/10.19030/ajhs.v3i4.7324.
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It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.
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Robinson, Ann, Jill L. Adelson, Kristy A. Kidd, and Christine M. Cunningham. "A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum." Gifted Child Quarterly 62, no. 1 (October 26, 2017): 130–44. http://dx.doi.org/10.1177/0016986217738049.
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Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.
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Barbour, Nancy E., and Beverly D. Shalilee. "Gifted Education Meets Reggio Emilia: Visions for Curriculum in Gifted Education for Young Children." Gifted Child Quarterly 42, no. 4 (October 1998): 228–37. http://dx.doi.org/10.1177/001698629804200406.
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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.
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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.
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Strom, Robert, Aileen Johnson, Shirley Strom, and Paris Strom. "Designing Curriculum for Parents of Gifted Children." Journal for the Education of the Gifted 15, no. 2 (January 1992): 182–200. http://dx.doi.org/10.1177/016235329201500206.
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Gifted education programs typically underrepresent children from minority and low income backgrounds. Uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children.
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Passow, A. Harry, and Jacob H. Schiff. "Educating Gifted Persons who are Caring and Concerned." Gifted Education International 6, no. 1 (January 1989): 5–7. http://dx.doi.org/10.1177/026142948900600102.
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The paper emphasises the importance of attending to a dimension of giftedness which involves the development of caring, concerned, compassionate, committed individuals who develop and use their giftedness for society's benefit as well as for self fulfilment. The writer argues for the importance of developing leadership motivated to bringing about world peace. Since gifted children have greater sensitivity in social, moral and ethical awareness, we must nurture these sensitivities through appropriate curricula, understanding of real-life problems, awareness of worldwide news, and direct communication with other gifted children around the world.
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Будз, Ірина. "PROSPECTS OF THE USE OF GREAT BRITAIN’S EXPERIENCE IN THE EDUCATIONAL SYSTEM OF GIFTED SCHOOLCHILDREN IN UKRAINE." Інноватика у вихованні 1, no. 12 (November 21, 2020): 104–10. http://dx.doi.org/10.35619/iiu.v1i12.324.
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Abstract. The article researches the state of education of gifted schoolchildren in Ukraine. The analysis of the domestic education system for gifted children has revealed that despite some achievements in this area, Ukraine needs to improve mechanisms that will eliminate shortcomings in educating gifted children and promote the organization of effective education and upbringing of schoolchildren of this category.
It has been found out that at the level of the legislative component, the public interest in the problem of gifted pupils is presented in a number of laws and regulations, and it is recommended to develop and implement a cross-cutting National Curriculum for gifted schoolchildren and quality standards for education that provide effective measures for gifted pupils and students at the local, regional and national levels.
The main directions of gifted education in Ukraine at the level of organizational and institutional component have been defined and recommendations are provided for the purpose of systematic maintenance in teachers’ training for work with gifted pupils.
The communicative component of the domestic education system for gifted schoolchildren is primarily represented by the media, which reflect current issues in the field of theory and practice of gifted development. At the level of the communicative component, the following is proposed: creation of a network of specialized periodicals and development of online resources.
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Kravčenkienė, Violeta, and Bronė Narkevičienė. "A new approach to multiplication for gifted children." Lietuvos matematikos rinkinys, no. 59 (December 20, 2018): 35–39. http://dx.doi.org/10.15388/lmr.b.2018.5.
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The article presents the case of mathematical education of gifted children in Kaunas city interdisciplinaryprogram in the third grade. The theoretical basis for such education is the application ofdifferentiated teaching using external differentiation – the program is aimed at the gifted children inthe whole city. Additional aspects of differentiated teaching: grouping of learners according to theskill level, selection of non-standard curriculum content, teamwork and individualized assessment.
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Tay, Juliana, Alissa Salazar, and Hyeseong Lee. "Parental Perceptions of STEM Enrichment for Young Children." Journal for the Education of the Gifted 41, no. 1 (December 14, 2017): 5–23. http://dx.doi.org/10.1177/0162353217745159.
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Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception ( N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children’s experiences during the program. These comments were analyzed qualitatively using NVivo, and three main themes were developed. The themes were children’s reactions to STEM learning, meeting the needs of young gifted learners, and learning beyond the classroom. These themes reinforced current literature in the field showing young children’s need for STEM education. Sadly, few opportunities for STEM-focused programming for young children exist.
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Parke, Beverly N., and Phyllis S. Ness. "Curricular Decision-Making for the Education of Young Gifted Children." Gifted Child Quarterly 32, no. 1 (January 1988): 196–99. http://dx.doi.org/10.1177/001698628803200102.
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Chan, David W. "Development of Gifted Education in Hong Kong." Gifted Education International 13, no. 2 (September 1998): 150–58. http://dx.doi.org/10.1177/026142949801300208.
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Despite that notions of gifted education have been anticipated in Chinese history, Hong Kong not not managed to relinquish the laissez-faire attitude toward the education of the gifted and talented until the late 1980s and the early 1990s. The development of gifted education was traced in the context of liberalization and expansion of educational opportunities, the parallel concerns with equity and excellence, and school reform to meet the educational needs of students abilities in Hong Kong. To meet the special educational needs of gifted and talented children, diversified provisions are now made or planned in school-based enrichment activities/special school with accelerated and challenging curriculum, and university summer programmes. It is anticipated that the development of gifted education will bring about further positive changes in the overall educational system in Hong Kong.
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Shumakova, N. B. "Specificity and Problems of Development of Gifted Children in Primary School Age." Psychological-Educational Studies 10, no. 1 (2018): 1–7. http://dx.doi.org/10.17759/psyedu.2018100101.
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The article considers the features of intellectual and personal development of gifted children, problems that arise in the younger school age. The most common difficulties of the intellectually gifted first-graders, connected with the instruction in the school and the interrelations with their peers are pointed. The origins of these problems are clarified - the specifics of development in preschool childhood, and not quite adequate conditions of family upbringing and education. The value of creative or research instruction for the gifted children is revealed. The experience of realization the special interdisciplinary curriculum “Gifted Child” for gifted children based on the principles of systematic, activity, value of creation, novelty, problem finding, multimodality, personal interest, dialogical and independence are analyzed. These basic principles of formation of education allow the child to maintain the research position and develop the creative potential.
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Roessingh, Hetty, and Michelle Bence. "Intervening in Early Written Literacy Development for Gifted Children in Grade 2: Insights From an Action Research Project." Journal for the Education of the Gifted 40, no. 2 (March 30, 2017): 168–96. http://dx.doi.org/10.1177/0162353217701201.
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This article reports on an action research project undertaken by a team of four Grade 2 teachers who work in a school for gifted learners. Focused on implementing a structured printing and spelling curriculum in addition to providing instructed support for planning, organizing, and vocabulary use for different genres of writing, both qualitative and quantitative data provide insights into the contribution and importance of these five curricular elements on the quality and quantity of written production during 1 school year. Of particular importance is the need for automaticity as this relates to capacity theory and the constraints of working memory. The unique needs as well as strengths of the gifted learner profile are highlighted. The article concludes with a series of unanswered questions for the research community to consider.
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Huchingson, Robert, and June Huchingson. "Waldorf Education as a Program for Gifted Students." Journal for the Education of the Gifted 16, no. 4 (July 1993): 400–419. http://dx.doi.org/10.1177/016235329301600406.
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Throughout the 70 years that Waldorf schools around the world have been educating children, the teachers and parents in these schools have been excited by their observations. They observe their children becoming confident, conscious, thought-provoking individuals. Through a curriculum of “academics permeated with the arts” (J. Huchingson, 1990), the teacher stands as an evocateur and midwife assisting as the gifts within the individual human being are brought forth.
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Johnson, Karen S. "Affective Component in the Education of the Gifted." Gifted Child Today 23, no. 4 (July 2000): 36–41. http://dx.doi.org/10.4219/gct-2000-744.
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Imagine a third grade student, Joe, who is academically gifted, but is such a behavior concern that he is placed in a self-contained special education classroom where most of the students are children with mental retardation. How might such a placement happen? Might it be because Joe never had support in developing social skills? Did Joe not have a curriculum that addressed his affective needs? Given Joe and other similar students, teachers may need to integrate an affective component into their curriculum for gifted students.
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Xəlil qızı Zamanova, İradə, and Telli Tarıyel qızı İbrahimova. "Curriculum development ways in the organization of carrer development for talanted children." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 58–62. http://dx.doi.org/10.36719/2663-4619/67/58-62.
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This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs
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Fetterman, David M. "Gifted and Talented Education in the Soviet Union." Gifted Education International 4, no. 3 (January 1987): 180–83. http://dx.doi.org/10.1177/026142948700400313.
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This article presents a brief review of the Soviet Union's educational approach to gifted and talented children, focusing on the Young Pioneer Palace in Moscow. Soviet society, like American society, accommodates both the needs of certain individuals and those of the larger society. The Soviet Union's decision to serve the gifted is of less interest than the method it has selected to meet their needs. In the Soviet Union, an egalitarian ideology is circumvented by special programs and an eleborate network of after-school programs. The latter programs, in particular, are more elaborate than any other extra-curricular gifted education system and, thus, are worthy of consideration and emulation.
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Aamidor, Shirley, and Howard H. Spicker. "Promise for the Future Gifted Education in Rural Communities." Rural Special Education Quarterly 14, no. 2 (June 1995): 39–46. http://dx.doi.org/10.1177/875687059501400207.
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In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.
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Hickson, Joyce. "A Framework for Guidance and Counselling of the Gifted in a School Setting." Gifted Education International 8, no. 2 (May 1992): 93–103. http://dx.doi.org/10.1177/026142949200800206.
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This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
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Penney, Sharon, and Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted." Gifted Education International 14, no. 3 (May 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.
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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children 's education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the children's needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.
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Prieto-Ayuso, Alejandro, Juan Carlos Pastor-Vicedo, Sixto González-Víllora, and Onofre Contreras-Jordán. "Observation Criteria for Physical Education Teachers to Identify Gifted Children through Invasion Games." International Journal of Environmental Research and Public Health 16, no. 23 (December 1, 2019): 4830. http://dx.doi.org/10.3390/ijerph16234830.
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Whilst in other curriculum subjects, it exists observation criteria to detect gifted pupils, there is a paucity of information in Physical Education. For that reason, we aimed to reveal the observation criteria for identifying gifted pupils in Physical Education in an invasion game. Physical Education (PE) talent was evaluated combining results of questionnaire to experts, parents, and students. A validated nomination scale (NSIFT) and the Game Performance Evaluation Tool (GPET) were used. The research approach used in this study was transversal, descriptive, and inferential. The talent pool was composed of 18 gifted pupils aged 8–14 (Mage = 11.67, SD = 1.53). The results showed that the most discriminating criteria to identify PE talent were found to be precocity in both execution and decision-making in the acquisition of tactical principles and tactical-technical skills. Getting free was the skill that they best mastered. In conclusion, the importance of tactical principles and decision-making as observation criteria is emphasized. Future studies should focus on developing mentoring programs in Physical Education.
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Kalashnyk, Lyubov, Yulia Burtseva, Stanislav Naumenko, and Yanlin Wu. "INFORMAL COMPONENT IN THE EDUCATIONAL WORK WITH GIFTED CHILDREN IN CHINA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 246–54. http://dx.doi.org/10.17770/sie2018vol1.3247.
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Informal Education is a general term for education that can occur outside of a structured curriculum. Nowadays it is mainly used to provide people of different ages and social categories with additional knowledge and skills needed for their professional activity or fulfilling interest. China today also uses such kind of providing educational services mainly for children and youths. These activities are seen by the state educational system as the basic level of gifted children`s detection and separating them from the other ones. Modern Chinese educational theory has its own ideas as to the problem of gifted children starting from the definition of giftedness and up to the place of such children in the society including the welfare and legal issues. Seeing giftedness as “ability to work and methodical training” the Chinese educational and welfare system is totally built up by this conception. The article using various research methods (such as theoretical literature and current Chinese legislation`s analysis, comparative methods, method of personal experience etc.) represents the Chinese experience as to educational work with gifted children especially in the field of informal education as well as general ideas of the Giftedness theory in the Chinese educational practice.
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Gürlen, Eda, Meltem Yurtçu, and Sevgi Turan. "A study on determining the needs of gifted individuals based on parental views." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 193–207. http://dx.doi.org/10.15503/jecs20172.193.207.
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Ensuring that gifted individuals receive differentiated and enhanced education, which is suitable for their areas of skills and developmental characteristics, will contribute to revealing their skills and developing their multiple developmental areas to bring them to upper levels. The purpose of this study is to determine the needs of gifted individuals by developing a curriculum which considers their educational needs. In the scope of this study, interviews were made with ten parents using the Snowball Sapling Method. The questionnaires used in the interviews were prepared in a semi-structured manner in light of variables determined from the literature on the subject . Interviews were made by two researchers. The two researchers assessed data obtained separately; and thus, codes of study were obtained. Themes were formed according to common components of the codes. Three main themes were formed on needs analysed in light of data obtained from the literature on the topic. These themes were “Characteristics of Gifted Individuals”; “School and Expectations from It”; and “Being Parents of Gifted Individuals”. These themes were separated into sub-themes.The parents explained “different behaviour patterns of their gifted children”, “characteristic of their children” and “situations their gifted children like/do not like” in the “Characteristics of Gifted Individuals” theme.The “School and Expectations from It” theme consisted of two sub-themes, which were “satisfaction of parents with school”, and “expectations of parents from school”. In the “Being Parents of Gifted Individuals” theme, the parents explained, “their concerns ”, “their regrets”, “the difficulties they have with their children”, and “their complaints”. Results of this study led to initialising a curriculum development study for gifted children which is based on their characteristics and needs.
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Johnsen, Susan K., and Corina R. Kaul. "Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students." Gifted Child Today 42, no. 4 (September 6, 2019): 229–39. http://dx.doi.org/10.1177/1076217519862332.
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This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement the practice, they perceived positive student outcomes. Teachers did identify these obstacles related to implementation: limited resources, training, skill level, and the school system curriculum.
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Morelock, Martha J., and Karin Morrison. "Differentiating ‘developmentally appropriate’: The multidimensional curriculum model for young gifted children." Roeper Review 21, no. 3 (February 1999): 195–200. http://dx.doi.org/10.1080/02783199909553961.
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Jatko, Beverly Porter. "Action Research and Practical Inquiry." Journal for the Education of the Gifted 19, no. 1 (December 1995): 83–105. http://dx.doi.org/10.1177/016235329501900106.
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The identification of children from low-income populations for participation in talented and gifted programs has been problematic for the field of gifted education. An action research approach was used to evaluate the effectiveness of a nontraditional identification technique for economically disadvantaged students known as the “whole classroom tryout technique.” Fourth-grade students from three socioeconomically diverse schools were selected for participation in Future Problem Solving (FPS), one component of this teacher's talented and gifted curriculum. The students selected by the tryout technique competed in Future Problem Solving against students selected by traditional means. Data were collected: (a) to chart the progress of individual teams, (b) to compare the performance of teams within each school based on the mode of selection, and (c) to compare the teams as a competitive sample. The analysis showed that the whole classroom tryout can be an effective means to identify economically disadvantaged students for a talented and gifted program and could be used in combination with traditional techniques.
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Maker, C. June, Judith A. Rogers, Aleene B. Nielson, and Patricia R. Bauerle. "Multiple Intelligences, Problem Solving, and Diversity in the General Classroom." Journal for the Education of the Gifted 19, no. 4 (October 1996): 437–60. http://dx.doi.org/10.1177/016235329601900404.
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Classroom teaching strategies and curriculum based on the theory of multiple intelligences (Gardner, 1983), principles for differentiation to meet the needs of gifted students (Maker et) Nielson, 1996), and integration of culturally and linguistically appropriate content have been advocated for students with diverse learning needs, including gifted students and students learning English as a second language. In this study of two teachers' classrooms, pre- and postassessments were used to compare teacher's level of implementation of the DISCOVER1 approach on: problem-solving behaviors, number of students identified as gifted, problem solving by gender, and problem solving by students' language of preference. Significant relationships were found between level of implementation by teacher and positive changes in problem solving in Pablo® and math activities, mean math performance, and number of students identified as gifted on postassessment. The results indicate the value of the DISCOVER approach in general classrooms with a high proportion of Spanish-speaking or bilingual children.
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Williams, Mary, Pat Dodds, and Valsa Koshy. "College for kids — What higher education can do to improve the educational opportunities for the exceptionally able — A review of the approaches in the United Kingdom and the United States." Gifted Education International 12, no. 1 (January 1997): 9–15. http://dx.doi.org/10.1177/026142949701200103.
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This article reviews the provision made for gifted children during their primary or elementary schooling in both the USA and the UK. It argues that all children have an entitlement to an education appropriate to their needs, and, that, in this respect, the able child has often been neglected. Colleges of Higher Education are well-placed to provide an in-put on this to:- (a) children via Saturday clubs and Summer schools; (b) teachers by offering courses aimed at improving their ability to differentiate the curriculum appropriately and (c) parents in how to cope with the cognitive, social and emotional needs of their able child. Education Departments in both countries have become aware of the importance of capturing the interest and nurturing the ability of gifted children; realising that without this, they could ultimately be “lost to their nations”.
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Machů, Eva, and Petr Lukeš. "Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development." Acta Educationis Generalis 9, no. 3 (December 1, 2019): 1–15. http://dx.doi.org/10.2478/atd-2019-0011.
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Abstract Introduction: The article presents the results of a research project the aim of which was to describe the level of kindergarten teachers’ work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children. Methods: The research tool was a questionnaire in which the teachers selected one of three answers possible and matched their pedagogical activities in kindergarten the most. 345 teachers from kindergartens in the Czech Republic took part in the research. Data was processed using computer software SPSS. Results: It was discovered that most of them can differentiate their instructions, however, at least a half of them do not respect the rules of inclusive education and their instructions result in an unwanted labelling of the gifted children. We have also proved that the level of the teachers’ work with the educational objectives is positively influenced by their longer than 10 years’ experience, work with heterogeneous class age-wise, and their having attended a seminar focused on the topic of giftedness. Discussion: The discussion focuses on the description of variables affecting the level of work with educational objectives in connection with the application of a differentiated curriculum for the development of gifted children. Limitations: The limitation is the simplification of the pedagogical reality into 3 possible answers and the artificial metrization of this data. Another problem was that our questionnaire was focused only on selected aspects of pedagogical work with gifted preschoolers, which were related to the curriculum modification and inclusive education. Furthermore, despite the big amount of validly filled in questionnaires (345) the research cannot be considered to be large area survey and the results cannot be generalized. Conclusions: Gifted children should have the maximal space for the development of their own potential. It is also necessary to increase the teachers’ skills to apply the differentiated curriculum with the features of inclusive education in order to develop the giftedness of all the children as much as possible. One of the possibilities is the kindergarten teachers’ attendance to educational events on the topic of giftedness, which is one of the variables which significantly influence the quality of their work.
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Whitton, Diana. "Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia." Gifted Education International 12, no. 1 (January 1997): 34–38. http://dx.doi.org/10.1177/026142949701200107.
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The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?
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Beard, Elizabeth M. "Report of a Teachers' Refresher Course on Children with Special Abilities in New Zealand." Gifted Education International 5, no. 2 (January 1988): 121–24. http://dx.doi.org/10.1177/026142948800500213.
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This report summarizes primary teachers' experiences and concerns in the field of gifted education. The major issues include: identification of pupils' needs, organization of programmes, catering for the whole child and individualization of the curriculum.
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Peterson, Jean Sunde, and Enyi Jen. "The Peterson Proactive Developmental Attention Model: A Framework for Nurturing the Rest of the Whole Gifted Child." Journal for the Education of the Gifted 41, no. 2 (March 30, 2018): 111–35. http://dx.doi.org/10.1177/0162353218763874.
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The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable research focused on the social and emotional development of gifted youth. The proactive, developmental, and attention components are explained here, and findings from three studies of the model attest to its usefulness. The model is adaptable to a wide age range and can enhance communication across achievement levels, cultural groups, and socioeconomic levels. The small- and large-group applications can be facilitated by laypersons with brief training.
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Westerhold, Shelley Paul. "Differentiating Gifted Curriculum and Instruction in the Gymnasium." Gifted Child Today 21, no. 1 (January 1998): 16–47. http://dx.doi.org/10.1177/107621759802100105.
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Otters dive among the gently swaying ocean kelp, lasers leap, robots rock, children interact at the giant “computer” taped on the gymnasium floor. Architecture students build a domed arch with their bodies, measure the structure and convert the measurement to scale. Geneticists extricate an antigen from a hula hoop to create a vaccine for their Ebola virus. Welcome to “Bodies and Brains in Motion”! Students exercise their bodies and brains in the physical education curriculum at the Center for Creative Learning, which houses the gifted program for the Rockwood School District in St. Louis, MO.
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Pirozzo, Ralph. "Australia: A Community-Based Programme for the Gifted." G/C/T 8, no. 4 (July 1985): 32–34. http://dx.doi.org/10.1177/107621758500800415.
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The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest priority in most school systems. These negative societal attitudes stem from the public's equation of gifted education with notions of genetic superiority and the establishment of an elite class. Thus, whenever schools are unable/unwilling to provide for these children's needs, the community has an obligation to ensure that these children are provided with programmes that will enable them to achieve at their highest levels. It becomes evident that all available learning resoures must be tapped to enrich and extend these children. Community support is particularly appropriate because it encourages the community to become actively involved in the enhancement of its most valuable natural resource, its bright children. As well, this enables youngsters to interact with practising experts who are willing to share their specialized knowledge and their familiarity with the demands of various professions and occupations. Since 1979, I have demonstrated the feasibility of this notion through my involvement in a community-based enrichment programme. This article describes a rationale for the implementation of a community-based programme and details the procedures used to keep this programme functioning for the last five years.
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Peterson, Jean Sunde, and Michelle R. Lorimer. "Student Response to a Small-Group Affective Curriculum in a School for Gifted Children." Gifted Child Quarterly 55, no. 3 (July 2011): 167–80. http://dx.doi.org/10.1177/0016986211412770.
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Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
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Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
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Callahan, Carolyn M. "A Critical Self-Study of Gifted Education: Healthy Practice, Necessary Evil, or Sedition?" Journal for the Education of the Gifted 19, no. 2 (January 1996): 148–63. http://dx.doi.org/10.1177/016235329601900203.
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A critical examination of the current status of the field called gifted education reveals many paradoxes; or, perhaps more accurately, it reveals triumphs and disappointments. Hard and critical looks at the field by those of us who are advocates for gifted children are difficult at best. By examining contributions and triumphs of the field (e.g., recognition of individual differences, innovative assessment, commitment to high standards and raising the ceiling of instruction, stress on process and metacognitive skills, and real-world problem solving) in conjunction with the weakness of our field (e.g., the notion of a program, persistent narrowness of definition and identification, inappropriate adoption of measurement models as bases for curriculum development, lack of evaluation, and poor relationships with other programs), we may be able to stimulate discussions of ways to move the field forward theoretically and practically.
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Tannenbaum, Abraham J. "Programs for the Gifted: To Be or Not to Be." Journal for the Education of the Gifted 22, no. 1 (October 1998): 3–36. http://dx.doi.org/10.1177/016235329802200102.
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A. Harry Passow was intensely devoted to encouraging and enhancing differentiated education for the gifted. But he was never an ideologue who refused to listen to critics or even to those who would shut down such programs. The spreading influence of attacks on special services to able children has, therefore, led me to prepare this paper as a memorial tribute to Harry's steadfastness in defending the rights of the gifted as well as his open-mindedness toward contrary views on the subject. Presented here is an attempt to encapsulate the opposition's major objections, along with the responses that I shared with Harry over more than 40 years of our working together and developing what, for me, was the closest, most precious friendship I have had outside of my immediate family. The critics' strongest charges are against (a) fostering elitism in schools by singling out the gifted for quality education, (b) the naïve and prejudicial ways of testing for giftedness, (c) the inequity and inadequacy of ability grouping, (d) the fallacy of current practices that allows out-of-context mind training exercises to serve as curriculum enrichment, and (e) the failure of programs for the gifted to influence programs for the nongifted. Compared with the campaign to delegitimize special education for the gifted, there are social and cultural realities that may pose an even greater threat to the nurture of excellence as we know it now. These trends include (a) the growing desensitization to high culture among youth, who are distracted by an unrelenting assault on their visual, auditory, and cognitive receptors, as communicated through the popular media and world of entertainment; (b) deconstruction in the fine arts, music, and literature that places the subjective responses of the viewer, listener, and reader above the quality of these works and the genius of their creators; (c) doubts about the traditional assumption that scientific exploration and discovery are self-evident virtues even when their side effects may prove dangerous to the well-being of humanity; and (d) the movement towards dividing society into a rainbow of subcultures, each with its own identity and traditions, its creative idioms, its cultural tastes, and its consequent unique standards of excellence. Recognizing how fragmentary, faddish, and vulnerable to extinction enrichment programs could be, Harry Passow spent the better part of his career supporting quality programs for the gifted, which might otherwise collapse under the weight of criticism and the pressures of modern cultural and social life. He did it for the sake of these extraordinary children and for the world they will, we hope, serve with distinction some day.
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García-Guardia, María-Luisa, Raquel Ayestarán-Crespo, Josefa-Elisa López-Gómez, and Mónica Tovar-Vicente. "Educating the gifted student: Eagerness to achieve as a curricular competence." Comunicar 27, no. 60 (July 1, 2019): 19–28. http://dx.doi.org/10.3916/c60-2019-02.
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During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued. Durante las últimas décadas, las altas capacidades (AACC) se han desvelado como un determinante curricular que evidencia la necesidad de adaptar los contenidos a las características de los alumnos definidos por las mismas. En España, diversas comunidades autónomas han diseñado programas que, mediante actividades extraordinarias, persiguen responder a esta demanda y otorgar a los estudiantes talentosos el contexto propicio para el desarrollo y fortalecimiento de sus habilidades. En el caso de Madrid, esta propuesta presenta una participación privada de carácter empresarial que ha evidenciado la posible conjunción entre sendos entornos al considerar el activo laboral, fundamentalmente orientado a la resolución de proyectos, en el sujeto adolescente con AACC. Esta investigación ha examinado, mediante un cuestionario con naturaleza 180º cumplimentado por 342 personas (padres e hijos habilidosos, docentes y compañeros escolares) en siete centros madrileños, la posibilidad identificativa de la competencia afán de logro al considerar que su distinción prematura permite su trabajo en el contexto educativo y la formación del alumnado en aras a promover a un individuo que orientará su labor profesional hacia la finalización de las actividades asignadas. Los resultados obtenidos han permitido trazar, igualmente, un perfil genérico del estudiante talentoso mediante la combinación de sus propias apreciaciones y de las de su entorno y reconocer a las aptitudes inherentes mejor valoradas al igual que las calificadas de forma contraria.
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Barrera-Algarín, Evaristo, José Luís Sarasola-Sánchez-Serrano, Teresa Fernández-Reyes, and Abraham García-González. "Déficit en la formación sobre altas capacidades de egresados en Magisterio y Pedagogía: Un hándicap para la Educación primaria en Andalucía." Revista de Investigación Educativa 39, no. 1 (January 3, 2021): 209–26. http://dx.doi.org/10.6018/rie.422431.
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El objetivo de la investigación fue analizar la calidad y cantidad de formación que el profesorado tiene a su disposición en temas de Altas Capacidades desde su formación en Grado y Posgrados en Andalucía. Hipótesis de partida: El profesorado no cuenta con suficiente formación de grado y posgrado para poder trabajar en el aula las necesidades educativas especiales de los menores con Altas Capacidades. Teniendo en cuenta nuestro objetivo e hipótesis, se llevó a cabo un análisis de los planes de estudios universitarios de grado y posgrado vinculados a las Altas Capacidades en Las universidades públicas y privadas de Andalucía. Metodología: Análisis documental, utilizando información oficial, sobre formación de grado y posgrado en Altas Capacidades a través de 5 variables, en todas las universidades públicas de Andalucía, mas la UNED, en titulaciones de Grados vinculados a las plantillas de referencia de los Centros educativos de primaria de Andalucía: 35 asignaturas de grado, y un total de 184 temas específicos o módulos específicos de contenido en referencia a Necesidades Educativas Especiales o Altas Capacidades. También se realizó estudio de 8 Títulos de posgrados, y de la oferta privada nacional. Principales resultados: La media andaluza en formación de grado sobre Altas Capacidades es tan sólo de 0’63% de créditos optativos (37,72 horas) y 0’22% de créditos obligatorios (13’07 horas) en materia de altas capacidades. En posgrado, estos no se centran exclusivamente en altas capacidades, siendo la media de créditos empleados en formar al estudiante de 1’35% respecto al total del posgrado. The research's goal was to analyze the training that teachers about giftedness from their undergraduate and graduate degrees in Andalusia. Hypothesis: Teachers do not have sufficient undergraduate and graduate training to be able to work in the classroom with the special educational needs of gifted children. Based on our objective and hypothesis, we have carried out an analysis of the undergraduate and graduate university curricula linked to giftedness in the public and private universities of Andalusia. Methodology: Documentary analysis, using public and official information, of degree and postgraduate, in gifted, through 5 variables, in all the public universities of Andalusia, and the UNED, in Degrees linked to the reference personnel in Andalusia's schools: 35 undergraduate subjects, and 184 specific topics or modules on gifted children. Eight postgraduate degrees were also studied, as well as the national private offer. Results: The Andalusia average in undergraduate training on giftedness is only 0.63% of optional credits (37.72 hours) and 0.22% of compulsory credits (13.07 hours) in giftedness. In postgraduate studies, these credits are not exclusively focused on giftedness, with the average number of credits used in training students being 1.35% of the total for the postgraduate course.
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Eiserman, Jennifer, Heather Lai, and Chelsea Rushton. "Drawing out understanding." Gifted Education International 33, no. 3 (April 6, 2015): 197–209. http://dx.doi.org/10.1177/0261429415576992.
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Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts- infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski’s theory of positive disintegration, providing a theoretical context to discuss an ongoing research project that engages gifted students in arts-based learning. We then briefly describe the implications of positive disintegration in the middle school context, and how art education can support this process. Finally, we describe how two arts integrated projects addressed the process of positive disintegration. In 2013, University of Calgary students in ART 307, “Applied concepts in art with children ages 6-12,” worked with gifted middle school students on an integrated art–social studies–science project called “When Fisher went to Skyland.” In this project, one class of Grade 6 students explored Iroquois culture and sky science through printmaking. In 2014, four classes of Grade 5 students worked with ART 307 students to enhance their understanding of electricity and magnetism through explorations using theatre games, creative movement and animation. We suggest that engaging gifted middle school students in the arts can be a means to facilitate alternative learning methodologies in all subject areas, and provide necessary support in personality development.
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Vaitkuvienė - Zimina, Žana, and Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education." Pedagogika 124, no. 4 (December 2, 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
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The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
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Wrana, Jan. "Forms of therapy of disabled children and role of architecture in this process." Budownictwo i Architektura 14, no. 1 (March 10, 2015): 135–43. http://dx.doi.org/10.35784/bud-arch.1679.
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The article presents the examples of the different forms of education in the period of building a civil society, and the deliberate creation of equal opportunities and development of the child, foster the construction of curriculum system: "To better developed skills supported the efforts in improving the function of a child with disabilities." Formed integration education and sports centres, primary and secondary s with all facilities where children are educated together in full working order and state disability after diagnosis (with no significant motor impairment), assisted activity of school and educational centres which preparing young people with mild mental retardation - to practical profession, allowing them to actively participate in social life. There has also been a specialist center - Special care for musically gifted children with varying degrees of disability (deaf, visually impaired, cerebral palsy, autism) which appear on stage as an equal alongside the winners of the competitions.