...g of the struggle of poverty and subsequent educational barriers. Though extremely grateful for all of the privilege in my life, it was difficult to realize my fortune until working with the teens at RYP who often do not have two parents, have limited adult influences, and live below the poverty line, making education an afterthought. From the perspective of a tutor and mentor, the educational support that the teens require is unquestionable, just like the injustices they face daily. Through service, not only does one gain perspective into the needs of the local community, but also insight into systemic issues of racism, poverty, crime, education and more. By participating in service and trying to counteract the sources of need for others, one will undoubtedly change their perspective of the framework question, knowing that the very least one should help others.
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
Much of the school system today has been shaped by the civil rights laws of the past. The writer notes that the link these rights have to education is the pledge of an equal opportunity for all children to learn and be educated in this country. Schools must accomplish this without regard to race, creed or gender. The author notes that there have been references to the gifted programs being just another subtle form of segregation by the white upper-middle-class. These concerns arise from the fact that the representation of the sexes and of ethnic groups within the gifted classes reflects just such a phenomenon.
Raising community awareness to students will teach them the importance of being involved in the community. Students being able to give back to the community will prepare them for their journey to being a positive role model or servant leader.
There are certain types of people that go out of their way to keep others happy. They influence and help others when they need it. While in this unique period of time, it can seem quite uncommon to see someone try to make a difference in their community. Most adolescents are much too absorbed in video games, cell phones, or other technology that comes into their lives to look at the bigger picture around them. This “bigger picture” consists of the community they live in, the school, church, and friends that mostly influence who they are if they so choose.
Inclusion is often talked about in the realm of special education and learning disabilities. Inclusion can be successful in these situations, sometimes, but more recently policy makers are putting gifted students into the discussion of inclusion. The same way the regular education students can help the special education students, it is believed that the gifted students can help the regular education students learn, and this will help them master the content as well. I believe this would be detrimental to the education of the “gifted” students. In my own experience, the opportunity to be a part of “gifted” classes has helped me to excel in school. If I had been unable to be put into the more fast pace and more difficult track at my high school, ...
If no one wants to help out the community than it is not going to be a very good place for people to live. There is something to do for everyone. Barack Obama President of United State, says, “I ask you to seek opportunities when you leave here, because the future of this country – your future - depends on it” (633). You can’t expect things to be great if you aren’t helping out in any way. If you want to live in a good community than you have to help out in any way that you can, you do not have to do the hardest things possible you just have to be a little helpful for the community. I understand that not a lot of students have a lot of time between all of the school they have and if they have a job, but they can make time to do volunteer work once a month, or once every three months just something that would help out. If students have to do volunteer work than I believe they should be able to pick what they want to do, and what they are interested in doing. If something is assigned to them they will not want to do it, and they would not be trying hard while doing
Gifted education defined can be a broad topic with a number of different branches to spiral down if you’re not careful. So how can we narrow our search for information and come to some conclusion on where we are today and where we might be tomorrow? First, what is giftedness? The Virginia Beach School system defines giftedness as: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” This is the same definition as the federal government’s definition of giftedness. This definition does provide us with a good baseline for educators to focus efforts, however the application and the execution of programs based on this definition will determine on a state level who will receive the gifted based education. The American “No Child Left Behind” legislation, is putting an emphasis on minimum standards, which in turn is not challenging our gifted students. This also leaves us in a position where some students who normally would not be identified as gifted are then put into gifted programs and receiving services that they do not necessarily need. The current system would lead us to believe that Virginia Beach has a broad definition or liberal view of giftedness. This is true on how we define giftedness but defining and executing the programs need to go hand in hand, the ying and yang per say. The execution and the availability of gifted programs and services are also very broad based on the federal definition. Giftednes...
...child from that school if standards are not met and transfer the child to a school that has met standards.
The identification process is perhaps the biggest problem in gifted education. In the United States, it is estimated that 47,846,000 children are enrolled in K-12 public schools. Of these students, approximately 2,393,000, or five percent, are considered gifted (Genius Denied, 2005). Developing procedures to identify these exceptional students can be an arduous task. However, Coleman has stated that, “Identification remains critical to ensuring that children receive the services they need to thrive in school” (2003, 1). There are several problems educators deal with when identifying gifted students. First, students from economically disadvantaged families or from culturally diverse backgrounds are considerably underrepresented in gifted programs. Also, gifted children with other noted disabilities are not represented. These students, also called twice-exceptional students, are especially hard to identify and instruct, as they may require advanced learning in certain areas as well as remedial education in other areas (Winebrenner, 2003).
One of the greatest needs in todays time is helping those in need now for many this is not easy mainly because for many they are embarrassed to actually ask for help even though they know they need it. The local school of Dawson Springs has a program called FRYSC, which stands for Family Resource and Youth Services Centers. The Kentucky cabinet was the created this service for all schools. According to the Kentucky Cabinet it says, “The primary goal of these centers is to remove nonacademic barriers to learning as a means to enhance student academic success.” According to the coordinator of this program it actually does more for the city of Dawson. Its not just for the children who are need but also help for their families. In many cases parents never even ask for help because chances are t...
... Reestablishing community goals and encouraging youths to engage in extracurricular activities will greatly improve outlooks on life and help them make the right choices for a better tomorrow.
Based on the information you have read in the text and any experiences you have had as a teacher, what do you think are the issues gifted students face as they go through school?