Including the Gifted and Talented: Making Inclusion Work for More Gifted and Able Learners

by Smith; Chris

• ISBN13: 9780415361095
• ISBN10: 0415361095
• Edition: 1st
• Format: Hardcover
• Copyright: 2006-01-13
• Publisher: Routledge

Summary

Gifted education is a highly topical but controversial subject. Unlike most books on the subject, this single volume presents the views of experts from the field which challenge the assumption that educational inclusion relates only to those pupils with learning difficulties. In this book, the authors examine the extent to which a truly inclusive context can provide a challenging environment for gifted and talented pupils.Key issues explored include:* the social and emotional aspects of being a gifted and talented pupil* the pros and cons of being labelled gifted and talented in very young children* why 'regular' classrooms are the best place to educate gifted and talented pupils* modifying the basic school curriculum to meet the needs of gifted and talented pupils* what is submerged talent and how can it be found?As the Government has recently initiated the Excellence in Cities scheme, this thought-provoking volume will be an invaluable read to student teachers, practitioners, academics and researchers who wish to further their study in this hot topic.

Table of Contents

Illustrations	vii
List of contributors	viii
Acknowledgements	xii
Introduction	xiii
PART I What does inclusion mean for the gifted and talented?	1	(84)
1 Principles of inclusion: implications for able learners	3	(19)
CHRIS M.M. SMITH
2 Inequity in equity: tackling the excellence—equality conundrum	22	(19)
CARRIE WINSTANLEY
3 Can 'inclusion' work for the gifted and talented?	41	(15)
ROGER MOLTZEN
4 The early years setting — an inclusive framework	56	(13)
MARGARET J. SUTHERLAND
5 Are we nearly there yet?	69	(16)
LYNNE MCCLURE
PART II Can selective interventions be inclusive?	85	(54)
6 Submerged talent in inner cities: inclusion by intervention	87	(15)
RON CASEY AND VALSA KOSHY
7 Maximising potential — both academic and social—emotional	102	(17)
COLM O'REILLY
8 To group or not to group: is that the question?	119	(20)
MIRACA U.M. GROSS
PART III What can ordinary schools do to promote inclusion for gifted and talented learners?	139	(78)
9 Accommodating gifted learners in regular classrooms: promises and pitfalls	141	(20)
MICHAEL C. PYRYT AND B. LYNN BOSETTI
10 Structured tinkering: improving provision for the gifted in ordinary schools	161	(15)
DEBORAH EYRE
11 Double exceptionality: gifted children with special educational needs — what ordinary schools can do to promote inclusion	176	(16)
DIANE MONTGOMERY
12 A curriculum of opportunity: developing potential into performance	192	(25)
BELLE WALLACE
Index	217