ERIC Number: EJ855220
Record Type: Journal
Publication Date: 2009
Reference Count: 0
Myth 9: There Is a Single Curriculum for the Gifted
Kaplan, Sandra N.
Gifted Child Quarterly, v53 n4 p257-258 2009
Curriculum myths rise and fall based on contemporary educational and societal contexts. Twenty-five years after the first discussion about the myth of a single curriculum for the gifted, the myth is still prevalent. Its viability as a myth is a consequence of the current educational climate rather than empirical evidence that is gathered and used to support it. The reasons that underscore the existence of a single curriculum for the gifted are neither necessarily true for all educators of the gifted nor are they validated in relationship to theories related to curriculum development or design. Although it could be stated that there is no single curriculum for the gifted, there is sufficient evidence to acknowledge that there is a single set of principles or elements that represent an appropriate differentiated curriculum for gifted students. These principles or elements can be applied to myriad models to construct curriculum. The different models used to formulate the curriculum regulate and shift the emphasis among the principles or elements that differentiate the curriculum. The emphasis given to the set of principles or elements within a model does not suggest that there is only a single way by which to create curriculum for the gifted. It does imply that there are multiple ways to configure a differentiated curriculum for the gifted applying the single set of principles or elements that constitute differentiation.
Descriptors: Curriculum Development, Academically Gifted, Misconceptions, Student Needs, Special Needs Students, Teaching Methods, Individualized Instruction, Educational Environment, Student Diversity
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Publication Type: Journal Articles; Opinion Papers
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