scholarly journals Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

2020 ◽  
Vol 5 (4) ◽  
pp. 280-289
Author(s):  
Ivona Ninkov
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Comparative Method ◽  
Gifted Students ◽  
Positive Outcome ◽  
Professional Staff ◽  
Gifted Children ◽  
The Usa ◽  
The Individual ◽  
High Level

AbstractGifted students are the most important part of every society and keeping the gifted child challenged and engaged is necessary. This paper aims to offer suggestions for the appropriate education system to enlarge their knowledge and creativity, without disturbing their usual life and educational surroundings. The author uses a comparative method, focusing on different countries worldwide and comparing and interpreting the various concepts of education in those countries. Based on the United Nations regionalization, the author focuses on the countries of the Eastern European Group (Bosnia and Herzegovina, Croatia, Hungary, and Serbia) and Western European and Others Group (Austria, Germany, Netherlands, UK, Turkey, and the USA). The study finds that inclusive education as an alternative framework is potentially the best education system for gifted students. The prevailing opinion in most countries is that the concept of inclusive education primarily refers to children with special needs. This authorexplains that there is no logical obstacle to applying inclusive education to gifted students as well. Such an inclusive education system would require changing current education systems and programs and, most of all, hiring various professional staff as social workers and trained teachers who can meet the various demanding needs of gifted students in any community. The study concludes that it is necessary to improve existing policies in education to provide the inclusive education framework to gifted children and to understand that the essence is not only to agree on differences but to stimulate the individuality and diversity of the gifted at all levels; the greatest gem of each country is its educated children. Inclusion of gifted students has a positive outcome not only for the individual but also for the other students in the classroom. Gifted students stimulate the others, pushing them to reach their potential academic capabilities. Also, the unidentified students who could learn at elevated levels could benefit from this kind of education model and a high level of instruction could push them in the same way that it challenges the gifted students in the classroom.

scholarly journals INCLUSION AS AN INNOVATIVE WAY OF EDUCATIN DEVELOPMENT

2021 ◽  
Vol 1 (194) ◽  
pp. 24-29
Author(s):  
Olha Komar ◽  
◽  
Valentina Pisnyak ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Innovation System ◽  
Educational Practice ◽  
Education Economics ◽  
Inclusive Practices ◽  
Cultural Conditions ◽  
Analysis And Synthesis ◽  
Systemic Innovation ◽  
High Level

The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclusive education. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnienie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most important directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclusive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

Primary Gifted Programs

G/C/T ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 8-9
Author(s):  
Harry W. Morgan
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Gifted Programs ◽  
Individual Needs ◽  
The Individual

“Why is it that there are so few primary children in gifted programs?” Or would it be better to ask, “Why is it that there are so few primary programs for gifted children?” We need to identify gifted children at early ages and deal with their unique abilities, if we are to enhance these abilities. If we fail to do this, we may observe a degeneration in the gifted child's desire for learning. It is our obligation as educators to provide for the individual needs of all of our students and that includes our gifted students. — H.W.M.

scholarly journals The features in organization of inclusive education in the USA

2020 ◽  
pp. 75-82
Author(s):  
Maria A. Maksimenko
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
American Education ◽  
The Usa

This article examines and describes difficulties that the American education system faces with inclusive education. The latest research and data have been analyzed and summarized.

scholarly journals ORGANIZATION OF GIFTED STUDENTS' EDUCATION IN COMPREHENSIVE SCHOOLS: TEACHERS` POSITION

2021 ◽  
Vol 13 (1) ◽  
pp. 22-38
Author(s):  
Kamilė Valiušytė ◽  
Vincentas Lamanauskas
Keyword(s):  
General Education ◽  
Education System ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Structured Interviews ◽  
Content Analysis Method ◽  
Teachers And Students ◽  
High Level ◽  
Keywords Education

The education of gifted students is one of the areas of differentiated education, the main goal of which is to study people with special/particular abilities. The problem of talent is now becoming more and more relevant. This is primarily due to the need of society to develop creative personalities. The uncertainty of the modern environment requires not only a high level of human activity, but also his skills and ability to behave in a non-standard way. It is obvious that the early identification, teaching and education of gifted students is one of the key challenges in improving the education system. However, insufficient psychological teachers’ preparation/readiness to work with children, who behave and think in a non-standard way, leads to inadequate assessment of their personal characteristics and all activities. In January-March 2021, a qualitative study was conducted, in which 10 teachers of general education schools participated. Data obtained through semi-structured interviews were analysed using the content analysis method. It has been found that the majority of teachers are able to describe gifted students, trust their competence to identify them. It has been revealed that certain differences exist between the schools analysed. Some schools systematically and qualitatively educate the gifted, while others lack common agreements on the education of the gifted, there is no system, support for teachers and students. Due to the different conditions, not all gifted students receive appropriate support, and the ongoing programmes accept a limited number of students, which creates a problem of access to the quality education of the gifted. Such situation may have arisen due to the lack of a clear state strategy for the education of gifted students, and educational guidelines for schools and teachers. It is obvious that in order to improve the quality of gifted students’ education, it is necessary to update educational documents, that regulate gifted students’ education and create a unified Lithuanian students’ education system based on positive examples of schools and many years of experience. Keywords: education system, gifted students, semi-structured interviews, qualitative research

Mental Status and Neuropsychological Assessment: Discussion

1997 ◽  
Vol 9 (S1) ◽  
pp. 143-150
Author(s):  
Alistair Burns
Keyword(s):  
Primary Care ◽  
General Practitioner ◽  
Mini Mental State Examination ◽  
American Family ◽  
The Core ◽  
The Usa ◽  
The Individual ◽  
High Level ◽  
State Examination ◽  
Quantitative Assessments

Ham: There seems to be an astonishing range of expectation from this group as to what a general practitioner (GP) will do for his or her patients, ranging from screening only through to being the primary manager. I feel that we are expecting a fairly high level of sophistication from the GPs within an average British, Canadian, or American family practice. I think we need to be aware that, for some time, the core recommendation in the USA has been to assess the patient using the Mini-Mental State Examination (MMSE) or the Clock Test and perhaps two or three other quantitative assessments. Noncognitive features, such as behavior, are harder to quantify and the individual who assesses them must be the patient's primary manager. It will increasingly happen in the USA that as care becomes more managed, a greater emphasis will be put upon primary care.

scholarly journals Inclusive education strategies in New Zealand, a leader in inclusive education

2016 ◽  
Vol 4 (2) ◽  
pp. 19-29 ◽  
Author(s):  
David Mitchell
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Educational Situation ◽  
High Level

Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level.

scholarly journals The professional burnout of teachers working with gifted students

2021 ◽  
Vol 117 ◽  
pp. 03005
Author(s):  
Alexander Dmitrievich Golmenko ◽  
Valentine Abavna Haptanova ◽  
Vadim Pavlovich Peskov ◽  
Anatoly Yurievich Haptanov
Keyword(s):  
Cluster Analysis ◽  
Work Experience ◽  
Age Groups ◽  
Gifted Students ◽  
Rank Correlation ◽  
Economic Losses ◽  
Economic Damage ◽  
Gifted Children ◽  
Professional Burnout ◽  
High Level

Since 2014, scholars have been studying the professional burnout of medical workers following the order of health care. In 2017, the authors of the article began to analyze the causes of burnout in teachers, including those who work with gifted children. The study of burnout is a socially significant task as the high-level burnout of doctors and teachers leads to a decrease in the quality of work, staff turnover, health problems and economic losses. The study aims at seeking universal approaches to the diagnostics, prevention and correction of burnout. The authors consider professional burnout as a combination of interdependent components: psychological, somatic and psychosomatic. In this case, it was necessary to study professional burnout and morbidity with temporal disability with due regard to age, sex, length of service and place of work, as well as to calculate the economic damage from the above-mentioned morbidity. They should also determine the significance of work experience and professional qualities in the formation of burnout and morbidity. To study professional burnout, the authors used proven, reliable and valid methods: diagnostic tests (questionnaire to reveal the emotional burnout degree by V.V. Boyko); questionnaire to measure professional burnout by K. Maslach and S. Jackson (abridged by N. E. Vodopianova). Morbidity with temporal disability and economic damage were considered with the help of statistical analysis, modeling and the PPP Statistica software. To determine professionally significant personality traits, the authors used the Wiesbaden questionnaire, cluster analysis using the Chebyshev similarity measure and the Kendall rank correlation coefficient to confirm the results of cluster analysis. The authors have compared the burnout of teachers working with gifted children with that experienced by rural teachers and doctors. They have identified age groups that are most susceptible to burnout and factors influencing the burnout of teachers.

scholarly journals THE ROLE OF SELECTED SCHOOL STAFF IN THE INCLUSIVE EDUCATION SYSTEM OF THE CZECH REPUBLIC

2020 ◽  
Vol 4 ◽  
pp. 130
Author(s):  
Monika Smolíková ◽  
Lucia Pastieriková
Keyword(s):  
Czech Republic ◽  
Inclusive Education ◽  
Education System ◽  
Primary Schools ◽  
Quality Education ◽  
School Staff ◽  
Teaching Staff ◽  
The Czech Republic ◽  
The Individual

The inclusive trends of the mainstream of the education system in the Czech Republic not only affect legislative and economic changes, but the quality education platform is also determined by the arrangement of normal conditions in such a way as to create adequate space for all participating individuals. The key role of quality education in inclusive education is played by both the guidance system and the pedagogical and non-pedagogical staff of individual schools. Qualitatively Oriented Research of the Student Grant Competition of the Palacký University in Olomouc “Research of inclusion in individuals with special needs” (IGA_PdF_2019_024) builds on several years of research of the Institute of Special and Educational Studies. From the methodological point of view the qualitative design of the research was chosen. The research uses qualitative methods of data collection - in the form of semi-structured interviews. The individual data obtained from the research sample were transcribed and the data processed using the open coding technique in R Core (R Core Team, 2019). The research sample consisted of special educators, educational advisors and class teachers at the second stage of primary schools in the Czech Republic and contained interviews from 20 respondents in each category. Although the results of the research have shown the overall coherence of the system of care for individuals with special educational needs, this is largely influenced by the lack of awareness among individual school staff about the competences of all stakeholders in education. The individual settings of individual schools make it difficult to identify the general characteristics of an ideal model of collaboration between teaching staff, but despite this high variability, the core needs of all groups have been identified, which can be divided into administrative matters, mutual relations and communication. 

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