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ERIC Number: EJ855218
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-0016-9862
Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient--Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately
Hertberg-Davis, Holly
Gifted Child Quarterly, v53 n4 p251-253 2009
In many ways, meeting the needs of gifted students through differentiation of curriculum and instruction within the regular classroom seems a perfect solution to the issues that have plagued gifted education for many years and remain largely unresolved. So why "is" it a myth that differentiated instruction in the regular classroom is an appropriate substitute for gifted programs? Although differentiation and state standards can peacefully coexist in a classroom, teachers often find it difficult to reconcile attending to student differences with a broader high-stakes testing culture that seems to mandate the opposite. Recent research indicates that the high-stakes testing associated with "No Child Left Behind" has rendered the regular classroom even less hospitable to gifted learners than it was previously, causing teachers to resort to drill-and-kill techniques over more student-centered approaches. Differentiation of instruction both within the regular classroom and within homogeneous settings is critical to addressing the needs of all high-ability learners, including twice-exceptional students, underachievers, students from underserved populations, and highly gifted students. But, like any approach to educating gifted students, it functions best as a critical component within a spectrum of services provided for high-ability learners.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001