ERIC Number: ED425575
Record Type: RIE
Publication Date: 1996
Highly Gifted Children in Full Inclusion Classrooms.
This paper describes the highly gifted student population and provides principles for establishing inclusionary educational environments for them. Highly and profoundly gifted children are described as those who score above the third of fourth standard deviation on IQ tests or who are prodigies in a particular domain. Principles for placing highly gifted students in inclusive classrooms consist of: (1) making age-graded classrooms intellectually accessible to the highly gifted, including access to the full range of preschool through college curriculum; (2) ensuring an educational environment that shows respect for intellectual diversity by not allowing slurs based on ability; (3) ending arbitrary age discrimination that limits highly gifted children's access to the full curriculum; (4) using classroom management and teaching strategies which do not exploit highly gifted children, including the use of cooperative learning in heterogeneous classroom environments that may lead to the exploitation of highly gifted children, and the use of highly gifted children as tutors; and (5) adapting peer settings to meet the individual social and academic needs of highly gifted children. (Contains 50 references.) (CR)
Descriptors: Access to Education, Classroom Environment, Classroom Techniques, Educational Discrimination, Educational Principles, Elementary Secondary Education, Equal Education, Gifted, Inclusive Schools, Intelligence Tests
Web site: http://members.aol.com/discanner/hgfull.html
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Originally published in Highly Gifted Children; v12 n4 Sum-Fall 1996.