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ERIC Number: ED395404
Record Type: RIE
Publication Date: 1996-Apr
Pages: 11
Abstractor: N/A
Concepts of Inclusion in Gifted Education.
Culross, Rita R.
This paper examines implications of the movement toward inclusive schools for gifted and talented students, focusing on specific issues involved in considering whether or not gifted students should be served in a regular classroom setting. Key questions discussed include the ability of the regular classroom to meet the gifted student's needs, the impact on self-concept and other nonacademic factors of inclusion versus special classes, and the costs of serving gifted/talented students separately. Research addressing these questions is examined, and is generally found to support ability-level grouping as the most effective approach to meeting gifted students' cognitive and affective needs, although a shortage of empirical research on placements and outcomes of these students is noted. It is argued that the moral and philosophical arguments for inclusion of students with disabilities do not necessarily extend to inclusion of gifted and talented students, and that homogeneous grouping frequently provides the least restrictive environment for these students. (Contains 20 references.) (PB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).