Being Gifted in Ontario
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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'..."
Cite this Analytical Essay:
Being Gifted in Ontario (2007, December 01) Retrieved May 09, 2021, from https://www.academon.com/analytical-essay/being-gifted-in-ontario-134314/
"Being Gifted in Ontario" 01 December 2007. Web. 09 May. 2021. <https://www.academon.com/analytical-essay/being-gifted-in-ontario-134314/>