In the same way, not every gifted learner is also a creative thinker, but it is unlikely that a creative thinker would not also be a gifted learner. Its just that not every high achiever is gifted. That is, it is possible for a high achiever to also be a gifted child. The standards provided here - for teacher preparation, Pre-K to 12 gifted education programs and services, and knowledge and skills for all teachers - will assist in improving teaching and deepening student learning. One key thing to understand is that a child can belong to more than one group. Teachers in specialized programs for gifted learners or those who coordinate gifted and talented programs and services should be familiar with the theory, research, curriculum strategies, and educational practices necessary to developing and sustaining classroom-based opportunities for advanced student learning. It is critical that all teachers are able to recognize a high-ability student who may need more depth and complexity in instruction or be referred for further assessment and services. Learn about common characteristics and how to identify 2e kids. The reason Twice-exceptional students are intellectually gifted children who have one or more learning disabilities. Ensuring that highly able learners are recognized and subsequently served through systematic programming is of the highest priority. Twice-exceptional students (also known as 2e children or students) are among the most under-identified and underserved population in schools. Click here to read more about the gifted standards for teacher preparation and program / services standards.Ĭlassroom teachers are the primary agent for identifying and serving gifted and talented students in our nation’s schools. To compare Arizona to other state definitions, please visit NAGC has developed national standards in programming and services and teacher preparation to guide high-quality education for the nation’s estimated 3 to 5 million gifted and talented students, ensuring that highly able learners are recognized and subsequently served through systematic programming is the highest priority. The state of Arizona’s definition can be downloaded here. Others base the definition on needs beyond what is offered in the regular classroom. ![]() ![]() Some define giftedness based on a comparison to others of the same age. Nearly every state has its own definition of gifted and talented students. Even within schools you will find a range of beliefs about the word ‘gifted,’ which has become a term with multiple meanings and much nuance. Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. Some gifted children with exceptional aptitude may not demonstrate outstanding levels of achievement due to environmental circumstances such as limited opportunities to learn as a result of poverty, discrimination, or cultural barriers due to physical or learning disabilities or due to motivational or emotional problems. This dichotomy between potential for and demonstrated achievement has implications for schools as they design programs and services for gifted students. Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures.
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