Inclusion is meant to address the needs of all students in the classroom including those who are identified as gifted and talented. Unfortunately, this population is often excluded from funding and differentiated support. This chapter addresses the disparities of definitions and legislation for gifted students. Common characteristics including strengths and concerns of the students and gifted education in general will also be discussed. Teachers must learn to effectively implement differentiated instruction as well as choose appropriate curricular models and instructional strategies to make their classroom truly inclusive of all learners. Pull-out, push-in, self-contained setting, cluster grouping, and enrichment programs have all been found to be effective service models for gifted students. Within the environment strategies such as independent study, learning stations, tiered lessons, and problem-based learning can further individualize student learning. Final recommendations on the future of gifted education will be addressed.
Borders, C., Woodley, S. and Moore, E. (2014), "Inclusion and Giftedness", Gifted Education: Current Perspectives and Issues (Advances in Special Education, Vol. 26), Emerald Group Publishing Limited, pp. 127-146. https://doi.org/10.1108/S0270-4013(2014)0000026006Download as .RIS
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