Abstract
The paper defines the Gifted and Talented Education (GATE) program as one which provides challenging curriculum and instruction to gifted and talented students, who are capable of a higher achievement level than that of other students. The paper discusses how GATE is applied to special needs and non-English speaking students. It describes the identification process, the testing procedure and the factors which inhibit these procedures such as language, economical and environmental problems. The paper explores how GATE is taught to children and the advantages and disadvantages of this program.

From the Paper
"The students themselves may have problems with pull out programs as well. Socialization problems in GATE students may arise when they are removed form the classroom setting. When pulling students from the classroom, their peers may feel resentment. The GATE students may lose the "group" feeling of the classroom, causing possible behavioral and negative learning problems. However, by keeping students in the classroom, GATE students can better understand and accept their learning differences, and can still feel a part of the group. They learn leadership by "tutoring" those students who may not learn as fast (Webb, 1994)."

Tags:State, Department, Education, physical, impairments, Wechsler, test, National, Association, for, Gifted, Children

Abstract
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."

Tags:accelerated, controversy, cultural, divergent, elitist, gate, grouping, inquiry, instruction, learning, multiage, parents, perfectionism, personalized, questioning, standardized, talented, testing, tracking

Abstract
This paper explorers the technique for educating gifted (GATE) students both in special and regular classrooms. It shows how classroom teachers strive to provide the best situation for each individual student under time constraints and limited resources. The paper argues that programs for GATE students are inadequate and an attempt needs to be made to utilize the techniques available to provide a better learning environment for all students.

From the Paper
"Aside from the social development and staffing problems associated with educating GATE students in the regular classroom, GATE students present specific challenges for the regular classroom teacher as well. GATE students often complete regular classroom assignments more quickly than the regular student population, leaving them copious amounts of time. In addition, GATE students often require more depth of knowledge than is included in the standard classroom curriculum. They often grasp a small detail of a larger subject and explore it in great depth. They require a challenge or they may become easily bored with the regular classroom setting and curriculum (Burke, 2002). This can lead to behavioral problems or underachievement due to the lack of stimulation."

Tags:social, development, learning, teacher, resources, student

Abstract
The paper addresses some of the pitfalls in the 1990s concern for gifted children, the designation of which children suit gifted programs, and the role of the teacher in identifying such children. The paper discusses how intelligence and potential are in the eye of the beholder, and, the goals of adults can contrast with those of gifted children themselves who may show little interest. The paper considers various opinions and reaches the conclusion that the most gifted of children may have no particular interest in scholastic achievement or may have no objection to remaining in conventional class settings. The paper suggests that streaming for the gifted should probably begin later, pre-high school.

From the Paper
"Determining which children are gifted remains problematic in Ontario where perhaps 2 to 5% are described as gifted learners. (Weber & Bennett, p. 103) On the one hand, there is the special student's entitlement to adapted educational experiences, and on the other, debate on how a gifted child is to be assessed and identified. For instance, a host of instruments have arisen in North America, as in the Otis-Lennon School Aptitude Test (OLSAT) and various IQ testing tools. Weber & Bennett refer to three broad indicators of giftedness as in students showing `brilliant'..."

Tags:giftedness, ontario, critique

Abstract
This paper examines the education system resources for gifted and talented children. The paper states that these children are often the most neglected population in the classroom, and are expected to independently develop academically. The author writes about the often emotional torment of the gifted child, and the need for training and coaching these children as would be done for a child with athletic talent.

From the Paper
"Gifted and talented, in the past as well as the present, are the ones who have received the least attention as far as education is concerned. The teachers and ones who are responsible for preparing the education system take it for granted that children with exceptional gifts will just develop academically on their own. A gifted child or adult, whether creative, athletic or intelligent, sometimes intimidate authorities who are to educate or supervise them as well as people on their own level which is one of the reasons their resources are the most overlooked, and they lack the skills and knowledge in order for them to achieve their full potential. "

Tags:education, teacher, academic, development, reason, skill, student, intelligent

Abstract
This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.

Outline:
Introduction
Critique
Concluding Discussion

From the Paper
"Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."

Tags:special, education, talented, curriculum, intelligence

Abstract
This paper begins with a general definition of gifted children. The paper focuses on the three main reasons for under-representation of children of minority groups namely, African-Americans and Hispanics. The author concludes by suggesting future research on the topic and offers an opinion on the direction such education should take.

Table of Contents:
Introduction
Vygotsky's Social-Historical Theory
Socioeconomics and Gifted Children
Referral of Minority Students to Gifted Programs Based on Ethnicity
Flaws in Identification of Gifted Minority Students
Future Research and Applied Direction
References

From the Paper
"This is an extremely fascinating topic that has far-reaching educational implications. Since 1924, only 2% of the more than 4000 articles written about gifted and talented students were about gifted students from culturally and linguistically diverse backgrounds (Elhoweris, Mutua, Alsheikh, Holloway, 2005). With alarming statistics that show the under-representation of minority groups by as much as 50% in gifted programs, further research in this area is required to fully grasp the implications of this under-representation and to make suitable policy recommendations. As the United States becomes increasingly diverse, this trend of under-representation of the brightest minority students cannot continue since it violates basic rights of these students as citizens of the United States. "

Tags:education, under, representation, high, performance

Abstract
The paper relates that the Democratic Party's views on education call for teaching fundamental skills, like math and science, but also citizenship education, reform and expanded resources for education. The paper further discusses how they call for expanded early education, including the Head Start program, and more individualized attention for students with special needs or special talents. The paper relates that they call for improving teacher quality, starting with raising pay, and they want fair methods of evaluating teacher performance, helping those who can improve to improve, and removing those who cannot improve.

From the Paper
"The latest "official" Democratic Party views on education come from the 2004 Platform, adopted at the same convention which nominated John Kerry for President. Now, as never before, education is the key to opportunity, essential to a strong America. So we believe in an America that offers the best education to all our children - wherever they live, whatever their background. Period."

Tags:democrats, campaign, education