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ERIC Number: EJ855205
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0016-9862
Myth 12: Gifted Programs Should Stick out Like a Sore Thumb
VanTassel-Baska, Joyce
Gifted Child Quarterly, v53 n4 p266-268 2009
The idea of integrating programs for the gifted into the total fabric of the school program is so central to the work of the field in the last 20 years or so that it is hard to believe that the myth of separatism is still alive and well. There is little question but that gifted programs must show a connection to the work that all of public education is engaged in at the moment: raising achievement for all, attending to the needs of low-income and minority learners to help close the achievement gap, and addressing concerns about America's competitiveness in the world marketplace. The myth of separatism must be revealed in all of its dangerous aspects so that the antidote is not worse--for example, solving the problem of the gifted by dumping them into regular classrooms without trained teachers or adapted materials or cluster grouping. The true antidote to separatism for gifted and high-achieving learners lies not in inclusion as it is now rigidly interpreted but rather in flexibility in placement and learning opportunities able to be accessed based on documented proficiency.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A