Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom

VanTassel‐Baska, Joyce; Stambaugh, Tamra

doi:10.1207/s15430421tip4403_5

Cited by 147 publications

(144 citation statements)

References 5 publications

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“…&Eidson, C. C., 2003). Authors have identified a number of factors that hinder differentiated instruction (VanTassel-Baska, J., & Stambaugh, T., 2005). According to them hindrance occurs due to lack of required conceptual knowledge to enable instructors to expand and differentiate certain fields of typical curricular content in order to approach all learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students

Ismajli¹,

Imami-Morina²

2018

INT J INSTRUCTION

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Due to the importance of applying differentiated instruction to meet the student needs, this study was conducted to make a descriptive analysis of the influence of interactive strategies on understanding the knowledge based on the abilities and the needs of each learner. Another aim was to describe the level of implementation of differentiated instruction by the teachers based on the content, process and product for each student.The participants in the research were 200 students, 30 teachers, and 30 parents from public and non-public schools. The research tools utilized in the data collection process were questionnaires for teachers and for learners, and the interview with parents. Through descriptive analysis, research findings showed that the understanding and implementation of differentiated instruction in primary schools is not at the right level and that the differences between public and nonpublic schools are far less visible. Teachers pay more attention to the product and less the content and the differentiated learning process. Parents are also willing to collaborate with the school for this new way of instruction. Although professional development initiatives through trainings in Kosovo have commenced, much is left to be done in order to enable teachers to understand, adopt, and successfully implement differentiated instruction in their classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students

Ismajli¹,

Imami-Morina²

2018

INT J INSTRUCTION

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“…There are challenges for the teacher who has the responsibility for provision for gifted learners in the regular classroom which are highlighted by Van Tassel-Baska (2005b), who has led curriculum development for the gifted in the US in the past three decades. The challenges include the influence of teachers' attitudes and beliefs about learning on their teaching, lack of expertise in modifying the curriculum, philosophical barriers and antipathy of many teachers towards the gifted learner and their needs.…”

Section: Teachers and Gifted And Talented Educationmentioning

confidence: 99%

The landscape of gifted and talented education in England and Wales: how are teachers implementing policy?

Koshy

Pinheiro-Torres

Portman-Smith

2012

Research Papers in Education

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“…Limited use of differentiated instruction has been noted for 'typically developing' students (Hertberg- Davis, 2009;Van Tassel-Baska, & Stambaugh, 2005) as well as for students with special needs/ disabilities within mainstream classrooms (Buckley, 2005;Scruggs, Mastropieri, & McDuffie 2007). At the international level, even though the number of students with SEN in mainstream classrooms has increased, the type and the quality of education they receive remains a contentious issue (Morningstar, Shogren, Lee, & Born, 2015).…”

Section: Research Findings On Differentiated Instructionmentioning

confidence: 99%

“…Among these factors are the lack of content knowledge necessary to extend and differentiate the core curriculum content areas; the lack of time to adjust the curriculum for the students with SEN, or those with gifts and talents; teachers' difficulty to locate and use effectively the appropriate resources; and even their perception that students do not differ in how they learn (Hertberg-Davis, 2009;Van Tassel-Baska, & Stambaugh, 2005). With regard to students with special needs/ disabilities many research studies in differentiated instruction report a lack of curriculum modifications in mainstream classrooms for these students (Buckley, 2005;Strogilos & Stefanidis, 2015;Strogilos, Tragoulia, & Kaila, 2015), and consequently, according to Scruggs, et al's (2007) literature review, the education of these students in general classrooms lacks appropriate teaching materials, differentiation in activities and opportunities for individualizing the curriculum.…”

Section: Research Findings On Differentiated Instructionmentioning

confidence: 99%

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Strogilos

2018

SHS Web Conf.

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Abstract. The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

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Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom

Cited by 147 publications

References 5 publications

Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students

Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students

The landscape of gifted and talented education in England and Wales: how are teachers implementing policy?

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

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