scholarly journals Giftedness as a framework of inclusive education

2021 ◽  
pp. 026142942110491
Author(s):  
C. Owen Lo ◽  
Rachel C. Lin-Yang ◽  
Megan Chrostowski
Keyword(s):  
Inclusive Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
First Language ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Self Actualization ◽  
Self Knowledge ◽  
Special Learning Needs ◽  
Education Discourse

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals The Application of Differential Normative Criteria to the Gifted Education Screening Phase: Implications for Demographic Representation

2019 ◽  
Author(s):  
Scott J. Peters ◽  
Matthew McBee
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Evaluation Criteria ◽  
Screening Criteria ◽  
Underrepresented Groups ◽  
Gifted And Talented Education ◽  
Demographic Representation ◽  
Normative Criteria ◽  
Gifted Education Programs ◽  
Racial Ethnic

Scholars and practitioners within gifted and talented education have devoted substantial effort to understanding and mitigating the disproportional representation of students from certain racial / ethnic, income, language, and disability groups. In mitigating this underrepresentation, most research has focused on the actual identification or evaluation criteria, with comparatively little research considering how the screening phase might be manipulated in order to facilitate the proportional identification of underrepresented groups. This paper uses numerical methods to evaluate if, and under what conditions, modified screening criteria can be used as a way to increase the representation of traditionally underrepresented groups in gifted education programs. The results show that this intervention has only a modest effect on reducing disproportionality. It can only have an impact when the identification process is poorly-designed at baseline.

International Perspectives: Practicing What We Preach: The Reality Factors in Talent Development

2003 ◽  
Vol 26 (1) ◽  
pp. 45-49
Author(s):  
Tracy Riley
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Talent Development ◽  
Ivory Tower ◽  
Teaching Experiences ◽  
Gifted And Talented Education ◽  
International Perspectives ◽  
As If

As a university academic in gifted and talented education with a fifth-floor office in the Tower Block, the age-old “ivory tower” analogy felt as if it were becoming all too real. Lecturing teachers on the principles of gifted education is fairly easy to do when you've read the books, attended the conferences, studied the research and so on, but the gap between my own teaching experiences and today's lectures was quickly widening.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

A Content Analysis of Selected State Plans for Gifted and Talented Education

2021 ◽  
pp. 1932202X2110262
Author(s):  
Kari Lockhart ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Program Evaluation ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Academic Needs ◽  
Gifted And Talented Education ◽  
Voluntary Compliance ◽  
Local Contexts ◽  
Development State ◽  
Research Based Practices ◽  
Local Education Agencies

Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic needs and providing opportunities for talent development. State plans for gifted education may outline expectations, but leave much about the implementation up to districts. Even within a state, gifted education services vary widely across districts and individual schools. This research identified 11 state plans for gifted education that included guidance on identification, curriculum, service options, professional development, and program evaluation. Through thematic analysis, eight primary themes and three secondary themes were identified, which demonstrate the necessity of ongoing program evaluation balancing the need for standardization with the need to adapt policies to fit local contexts.

scholarly journals The Role of Technology in Gifted and Talented Education: A Review of Descriptive and Empirical Research

2019 ◽  
Author(s):  
Hayat Ali ◽  
Amal Alrayes
Keyword(s):  
Best Practices ◽  
Empirical Research ◽  
Gifted And Talented ◽  
Technology Use ◽  
Vital Role ◽  
Future Research ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Use Of Technology ◽  
Talented Students

Nowadays, we cannot exclude the use of technology from the technology-driven generation as the deployment of Information Technology become a necessity factor toward a successful process; especially in education due to its vital role in enhancing the students’ knowledge and skills development. One type of students that technology plays a major role in their development is gifted and talented students who have unique learning needs that are often overlooked in the traditional education setting. This research aims to explore the progress of technology use in gifted and talented education through reviewing and highlighting the best practices and research in this area based on both descriptive and empirical research. The review will include different areas of gifted programming such as learning and development, assessment, curriculum and learning environments. For this purpose, the online database is employed to extract the research done in the field between years 2010 to 2018. The contribution of this research resides in its exposure to the best practices of integrating technology in gifted and talented education through which teachers and practitioners can be encouraged to adopt them into their contexts. It also provides the researchers with intensive review of technology adoption for gifted and talented education with some suggestions for future research where they can focus their research on. Keywords: technology, gifted, talented, education, online

Going Beyond Lip Service When It Comes to Equity: Characteristics of Equity-Minded, Culturally Responsive Allies in Gifted and Talented Education

2021 ◽  
Vol 44 (3) ◽  
pp. 174-178
Author(s):  
Donna Y. Ford ◽  
Joy Lawson Davis ◽  
Gilman W. Whiting ◽  
James L. Moore
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Culturally Responsive ◽  
Hispanic Students ◽  
Psychosocial Needs ◽  
Gifted And Talented Education ◽  
History Of

The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of advanced programming. They conclude by describing 10 characteristics of culturally responsive, equity-minded allies.

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