Looks at the internal and external influences on the state of being gifted, the controversies of Gifted and Talented Education (GATE) programs, and the resulting implications for instruction.
Written in 2002; 2,940 words; 22 sources; APA; $ 86.95
Paper Summary:
This paper examines a wide range of the issues associated with gifted education. It looks at the gifted programs available, the criticisms of these programs, the difficulties faced by children deemed to be gifted, some of the factors that may affect gifted children, and some of the more promising options and strategies available for working with gifted children.
From the Paper:
"Gifted education programs, often referred to as GATE (gifted and talented education), range from providing accommodations within the regular classroom to clustering all of the gifted students into a tracked program. Many are surprised to learn that gifted education programs fall under the special education umbrella. It is designed to meet the special needs of a specific group that, in spite of their innate talents, often flounder in the regular classroom. However, some argue that gifted programs siphon the top performers from the other classrooms, leaving the regular programs devoid of positive role models. The argument continues that while the gifted students receive extra funding, enriched curriculum, and the best teachers, the regular program students are stuck with watered down curriculum and low expectations. This brings us to the classic nature versus nurture question on what sets apart a gifted child from a "regular" child. Educators must understand the internal and external influences on the state of being gifted and the resulting implications for instruction."
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