Maximising the Potential of the Gifted Child in the Regular Classroom: A Professional Development Issue

Abstract

Although most gifted students in most countries spend most of their time in the regular classroom, attention to equipping the regular class teacher to cater effectively for the gifted and talented in this context has been minimal. The opposition to basing primary provisions for the gifted in the regular classroom are more a legacy of the past, and often more difficult to sustain in the light of pedagogical shifts in many countries. On the other hand, our efforts directed at provisions outside the regular classroom, and particularly the pullout programme approach, may not have yielded the positive outcomes it was expected they would. The proposition of this paper, based on the author's extensive teaching experience, numerous professional development courses for preservice and inservice teachers, and first hand investigations of programmes for the gifted in a number of countries, is that the regular classroom may well be the most appropriate environment for the ‘primary’ delivery of programmes for most gifted students. The rationale for such a position is outlined, together with the essential elements of such an approach to be effective.

Issues Involved in the Evaluation of Gifted Programmes

“…The first and most compelling reason for opting to make the regular classroom the primary site for educating the gifted is simple: The regular clas&-room is where most gifted students spend most of their school day. Instead of spending thousands on bussing to special schools, training specialized gifted teachers, money should be spent on professionally developing all regular class teachers on meeting the needs of the gifted in their classroom (Moltzen, 1998). Professional development of regular classroom teachers on gifted education is the key to identifying the gifted (Ferbezer, 1998), effectively modifying regular programmes for the gifted (McGrail, 1998), and holistically educating the gifted (Moltzen, 1998).…”

“…Professional development of regular classroom teachers on gifted education is the key to identifying the gifted (Ferbezer, 1998), effectively modifying regular programmes for the gifted (McGrail, 1998), and holistically educating the gifted (Moltzen, 1998). Finally, providing for the gifted in the regular classroom will ensure "greater programme consistency, continuity and coordination" (Moltzen, 1998). In light of this third programme delivery model for gifted students, clustering within the regular classroom, the Peel District Board of Education may want to explore this option in the future.…”

“…Grouping gifted students within the regular classroom is the wise and most cost effective choice says Moltzen (1998). Why the regular classroom?…”

“…Instead of spending thousands on bussing to special schools, training specialized gifted teachers, money should be spent on professionally develop-ing all regular class teachers on meeting the needs of the gifted in their classroom (Moltzen, 1998). Professional development of regular classroom teachers on gifted education is the key to identifying the gifted (Ferbezer, 1998), effectively modifying regular programmes for the gifted (McGrail, 1998), and holistically educating the gifted (Moltzen, 1998). Finally, providing for the gifted in the regular classroom will ensure "greater programme consistency, continuity and coordination" (Moltzen, 1998).…”

Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective

“…In many parts of the world, teachers are expected to modify classroom practices to meet the needs of the gifted learners in regular classroom However, they may not have the adequate knowledge, attitudes and skills to provide differentiated instruction to the gifted in a mixed ability setting (Kerry & Kerry. 1997;Moltzen, 1998;Pang, 2000;Passow, 1994;Tsui, 1993;Sapon-Shevin, 1992;Winebrenner, 2001). There is general consensus that only when teachers are adequately prepared in knowledge and skills in working with gifted learners in the regular classroom and beyond, the implementation of gifted education in schools would be successful (Chan. 2001; Croft, 2003: Ford & Trotman.…”