The preceding statements are all myths about gifted and talented students. In reality, gifted and talented students need just as much – if not, more – resources and assistance than their average-by-comparison peers. Yet there exists a reluctance to grant this extra help to a set of students who are, by definition, “gifted” with higher abilities than average students. Thus, challenging and nurturing their abilities becomes less of a priority and these gifted and talented students are left to flounder in boredom in a regular classroom. Lack of recognition and a failure to acknowledge the talents and skills of students with such abilities early in their education can easily lead to negative consequences later in life.
Abstract The education of the gifted and talented student is often neglected in this country. The neglect is not done on purpose but it is sometimes due to the lack of information on the education of this particular student. Teachers must first understand the gifted and talented student, familiarize themselves on more appropriately educating the student and learn to work with parents, guardians and other teaching professionals to provide for the academic needs of the gifted and talented student. The Gifted and Talented Student There can be a great deal of mystery surrounding gifted and talented students. Sometimes they are handled with kid gloves as if they are so fragile that they might break under the weight of the slightest challenge.
As gifted children represent only a small percentage of the student population, the public neglects many of their needs. Faced with pressures from their families, schools, peers, and themselves, gifted students become socially challenged. Thus, it is necessary for society to learn more about the stresses endured by gifted students, so that someday many of these problems can be eliminated. The independent variables include pressures from family, school, and peers. The dependent variables are the socially challenged gifted children.
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Not only do teachers think D/HH students are not as smart as hearing students, but they often punish D/HH students for not being able to hear. “More than half of the responses in [the negative teacher experience] category related incidents in which the deaf or hard-of-hearing stude... ... middle of paper ... ...ing students refrained from using stigmas and norms to define others, they could actually learn a lot from D/HH students about ASL and Deaf Culture. The teachers at these schools could also benefit from learning about deafness, because this incite could make their classrooms a more inviting place for all students to learn. School systems which work hard towards creating the best mainstreaming programs would also benefit, by having a program that parents want to send their children to. But above all, D/HH students would benefit from being part of a well-planned mainstream program.
Kitano & Kirby (1986) stated that creativity is the ability to come up with i... ... middle of paper ... ...es on School-based Gifted Development Programmes. Retrieved from http://www.edb.gov.hk/index.aspx?nodeid=3165&langno=1 Hollingworth, L. (1926). Gifted children: Their nature and nurture. New York: Macmillan. Kitano, M.K.
Learning disabilities (LD) affect the way a person “of at least average intelligence receives, stores, and processes information” (NCLD 2001). This neurological disorder prevents children especially from being able to perform well academically. Therefore more time and special programs are fostered to them. Once one is educated about what the disability means, the causes of LD, what programs are available to overcome the difficulties of learning, and parents learn methods to help the child at home-- the learning disability is no longer considered a hassle, but instead a battle to be conquered. As common as learning disabilities may be, not every child in America is affected, however, the number may be larger than one thinks.
Introduction Problem background Many children face big challenges because of the inclusive education, with a greater number from poorer countries failing to attend schools while the others from rich countries attending classes but ends up leaving unworthy qualifications (Ainscow, 2). Disabled students have the right to good education and feel free to interact with others in classrooms which help them to get rid of loneliness and therefore reducing the stresses. Research question From the research question, the argument is about the children with special needs having different teaching strategies from those of other students. Strategies on how to assess children with special needs should be different from that used on other students because different needy students have varying disabilities which calls for special attention. Assessing the children based on selection and ranking closes out the needy students because they cannot compete with the able students and as such they end up in stigmatization.
The focus of school should be to educate children in a manner and environment which supports and values them as people (Vann 33). The best program is the one which provides a combination of approaches that best suits each individual child (Vann 33). Inclusion is detrimental to both regular and special needs students because of the complicated and strenuous learning environment it creates. Though there are many variations in the inclusion technique, children are still being helped inadequately and they are not accomplishing the academic achievements that they could. Every child deserves to be in an environment where they will succeed academically and emotionally.