Integrating gifted children in regular classroom Essay Example

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1265

2EDUCATION

Integrating gifted children in regular classroom

Introduction

Children with high IQ that is above 100 have great problems being enrolled to graded schools. These students are believed to be having problems in fitting in. these graded schools do not address these problems and instead spill over into the social arena (Hollingworth, 1942). Gifted education is currently not being embraced at an alarming rate in many places. The reasoning behind this is thatall children should just gain from the heterogeneous learning environment. There are several benefits achieved from keeping the gifted students together with respect to their areas of greatest strengthen during a fraction of their school time. The other students, that is both the average and below average, benefit also from these gifted when they are situated with their boundaries (Gentry, 1999). The clustering of gifted children can be done in several ways. This includes getting some percentage of the capable children and placing them with the mixed ability classroom according to the teachers’ basic skills of his or her training. This enables them to learn together, avoiding fixed grouping arrangements for the other students with mixed ability levels. This has several advantages as will be discussed.Cluster grouping is a designed model of organization that assists in meeting the needs of gifted students in a classroom that has mixed ability students. Students with exemplary abilities, according to the standards of their school are assigned to the same classroom with a tutor highly skilled in training for gifted education. The main goal is to meet the social and intellectual capabilities of these students with differentiated set instruction to interact with each other and other mixed ability students (Schuler, 1997). The implementation of the groupings is done through an effective strategy within the school community as suggested by Blanksby (1999). This will incorporate establishment of the need for change and expressinga vision using an approach that is somehow collaborative that would adapt and define the model. It should visualize high performance, with provision of both resource and support mechanism. The school must have a strong interdependence between teachers, administrators and students whereby they should have trust in each other’s abilities and in the program they have come up with. Throughout the phases of implementation, professional development in all its forms will throughout be critical. The first step should involve evolution of the shared vision, detecting and also clarification of the shared hopes, goals and beliefs to build a strong foundation for the program. Ensuring a real connection to the school, staff development and evaluation may be used to inform practice as the program develops. The teachers must possess qualities such as the zeal to work with gifted students and be committed in providing s curriculum that is differentiated. One of the key component of the model is the flexible grouping both between and within classes (Gentry & Owen, 1999/2004). Implementation in general requires deep knowledge of all students both individually and as a whole school community.

Improvement on understanding

Gifted students can improve on their understanding and even accept their learning differences when they are grouped together. Teachers will find it easier to teach this group of students since most of the things they will be taught will be more realistic. They are able to expound on the teachings sincethey have the ability to read and understand on their own. Since they are in the same classroom, it is easy for them to correct and help each other understand further. This even increases knowledge further than they would have barely known had they not been grouped together. This reduces the teacher’s struggle and instead uses that time on something else that is constructive, that will still benefit his or her students.

Saving of time

The gifted students can actually use their time doing several other things due to the ability to capture things quickly. If the graded school timetable has a certain stipulated time for their course work, these students can achieve the goals of the curriculum at the stated time and even less time. They can then use the extra time in doing something else that is constructive.

Increase in quality of knowledge

According to Gentry (1999), a certain structure of cluster increases the achievement of students eventually in a classroom. This is because these gifted students tend to become tutors to the other mixed ability students. This happens when the mixed ability students approach them for explanations on things they have not understood. During the explanation which may also involve some research, the gifted students also understand the concept better eventually. This boosts each individual’s performance in class.

Role models

When the gifted students are placed in the mixed ability classrooms they tend to act as their role models. The mixed ability, look up to the gifted students in classrooms. They tend to copy the ways of the gifted so as to achieve similar if not the same goals. They engage some of their time in research just like the gifted to obtain knowledge on various issues boggling their minds.

Teacher’s attention

The inclusion model, whereby the exceptionally learning needy students are integrated into regular classrooms, is compatible with the concept of cluster grouping of gifted students, since exceptional educational needs is the thirst in both groups. Better educational services are provided by educators when similar exceptionally learning needy students are grouped with the help of clusters. For those students who may find challenges in understanding in class are given more attention by teachers in classes where clustering is not considered.

Advanced knowledge

In most cases, gifted students are reported to be more comfortable when they are put together with other students just like them in classrooms. This is because they will often choose challenging tasks since the classmates are eligible. Teachers are also likely to choose appropriate methods of teaching that will benefit all of them other than methodologies that only help the mixed ability students.

Cost effective

When there is inclusion of groupings in learning institutions, cost becomes effective (Gentry, 1999). This is because the number of teachers employed in the schools will be less than in the case where non-grouping is practiced. This will take place when a highly skilled tutor is employed to teach the gifted students.

Culture perspective

From a cultural perspective there is an increased likelihood of gifted students especially from an ethnic group that is known to be minor, having peers of other cultures in their mixed ability classroom. It will be prudent to arrange the cluster groups in such a way that different cultural backgrounds are represented. This should be done both in the gifted and mixed- ability students (Schuler, 1997).

Conclusion

In conclusion, gifted students should be integrated in regular classrooms as this attracts several benefits both to the students and teachers and also the entire school community as discussed above.

Reference

Allan, S. (2011). Ability grouping research reviews: what do they say about grouping and the gifted. Educational leadership, 48 (6), 60-65.

Fedhusen, J. (2009). Synthesis of research on gifted youth. Education leadership, 46(6), 6-11.

Fielder, E., Lange, R. &Winebrenner, S. (2013). In search of reality: Unrevelling the myths about tracking, ability grouping and the gifted. Roeper Review, 16 (1), 4-7.

Gentry, M. L. (2009). Promoting student achievement and exemplary classroom
practices through cluster groupings: Research based alternative to heterogeneous elementary classrooms. Storrs: National Research center of gifted and talented.

Hoover, S., Sayler, M., and Fedhusen, J. (2013). Cluster groupings of gifted students at the elementary level. Roeper Review, 16(1), 13-15.

Susan, W. (2010). Teaching gifted students in the regular classroom. Retrieved from www.susanwinebrenner.com.