Montana holds this 1990 definition: “’Gifted and talented children’ means children of outstanding abilities who are capable of high performance and require differentiated educational programs beyond those normally offered in public schools, in order to realize their contribution to self and society. The children so identified include those with demonstrated achievement or potential ability in a variety of worthwhile human endeavors” (Stephen & Karnes, 2000, p. 230).
The Montana’s definition only really emphasizes students who are high achieving, while the federal level looks at students who are creative in aspects other than academia. This contrast may have implication on how best to teach students. These definitions will promote the quest into find deeper insight on the methods of instructing gifted and talented students. The main concern with teaching gifted students is that they are often bored by material or not challenged enough in the general education classroom. This research will provide a medium of discussion of both proponents and opponents of inclusion. The mathematics classroom is often a place where dif...
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...ng more students gain information from their peers is important. Proponents would argue that if gifted students were not included in the general education classroom, the creative ideas may just stay separated all throughout a student’s education (Chval & Davis, 2009). These creative ideas can help other students who may need more explanation a teacher may not be able to provide.
The Association for the Gifted may believe that one set of instruction may not have everything every student needs, but this association praises inclusion when it uses differentiation to impact all learners and allows gifted students to be challenged and not get bored (“Position Statement on Inclusion and Gifted Students,” 2005). I think this position speaks to what they are looking for. That inclusion can be the right setting for all learners if it is done with the proper differentiation.
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