TY  - CHAP
AB  - Abstract 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.
VL  - 26
SN  - 978-1-78350-741-2/0270-4013
DO  - 10.1108/S0270-4013(2014)0000026006
UR  - https://doi.org/10.1108/S0270-4013(2014)0000026006
AU  - Borders Christina
AU  - Woodley Stephanie
AU  - Moore Elizabeth
PY  - 2014
Y1  - 2014/01/01
TI  - Inclusion and Giftedness
T2  - Gifted Education: Current Perspectives and Issues
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 127
EP  - 146
Y2  - 2024/04/25
ER  -