Many people realize the importance of special education for gifted and talented children. However,the implementation of special education through accelerated class generates a polemic. In regards to the problemmentioned above, the acceleration should be laid upon the original idea as an effort to effectively serve the giftedand talented children. This is crucial, since this is called as an accelerated class, where acceleration has to takeplace. The accelerated class seems to be meant only for talented children with such an achievement and a highscore of IQ, but the accelerated class is neither for children with under achievement or the disadvantaged children.While it’s mentioned legally that every citizen has the right to access education. The essence of acceleration liesin the effective service for gifted and talented children. One innovative is accelerated-inclusion. In the context ofinclusive education, the acceleration is a must, as this is the essence of the fulfillment of the special needs. Thisarticle analyzed accelerated-inclusion in Al-Mabrur Elementary School, in Bandung. The focus of the analysis iswhat, wh, and how the accelerated-inclusion is developed in this five-year learning program full-day school, andis relevant to the context of effective service for gifted and talented children.
Keywords: accelerated, inclusive, effective service, innovative, gifted and talented children.
The purpose of this study is to find and formulate a pedagogical competency development program for gifted teachers suitable for use in Cugenang Gifted School at the elementary school level. In this study, the authors used qualitative, research methods used were qualitative with case studies. The research subject is the principal and class teachers, in qualitative research the main research instruments are the research itself, data collection techniques, namely interviews, observation, documentation studies, and data triangulation. The results of the study are the competencies of teachers of gifted children can be seen from the results of research on gifted teachers who actively support and diligently support actively in the classroom and can be seen in terms of speaking about the competencies of 10 teacher competencies and pedagogical competencies based on research results, we support that gifted teachers have maximally and special ideal with the needs of gifted children. Keywords: Gifted Children, Pedagogic Competencies, Qualitative
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