INCLUSIVE EDUCATION AND GIFTED CHILDREN

Inclusive Education and Gifted Children



Inclusive Education and Gifted Children

Introduction

Various pedagogical approaches have been adopted by educationists in order to effectively teach and impart knowledge. Inclusive education is one of the pedagogical approaches which are based on the principle to appreciate diversity in the education (Smith 2006, pp. 79-136). Proponents of inclusion consider heterogeneity as a normal, regular condition however, surveys show that heterogeneity in schools statistically is also a reality: thus, for now as one in three primary school children in Europe have a migration background (Mah 2009, pp. 47-95). Inclusive education is thus, a counter-model to exclusion with the aim of finding and formation of homogeneous learning groups and separating, segregating, stigmatizing and selective education. Inclusion is not defined in any federal legislature; as a result, the definition of inclusion has varied through several educational reform movements. School systems have defined inclusion according to the beliefs and philosophies of the districts. Dissent among parents and advocacy groups regarding inclusive practices is common. This entry provides a brief history of inclusive practices and the continued differing opinions as to the effectiveness of including students with special needs in the general education setting. In this connection, this study will present argument how inclusion can be utilized to educate gifted educations.

Discussion and Analysis

Inclusion is not defined in any legislature; as a result, the definition of inclusion has varied through several educational reform movements. School systems have defined inclusion according to the beliefs and philosophies of the districts. Dissent among parents and advocacy groups regarding inclusive practices is common. This paper provides a brief history of inclusive practices and the continued differing opinions as to the effectiveness of including students with special needs in the general education setting (Kostelnik 2002, pp. 14-66). A more modern definition of inclusion is the education of students with disabilities in the general education classroom, under the responsibility of the general education teacher (Artiles, Harris-Murri and Rostenberg 2006, pp. 260-268). The general education classroom is the primary placement for the student. Part of the student's education can be in other locations, such as resource rooms, or with the assistance of other than the general education teacher, such as special education teachers, paraprofessionals, or tutors.

To fully understand the concept of inclusive practices, there is a need to recognize the historical evolution of inclusion. In the 1950s and 1960s, children with disabilities were served in segregated programs. In the late 1960s and the 1970s, mainstreaming programs were implemented. At present, curriculum access and integration of exceptional students into general education is emphasized. Historically speaking, immigrant's children have been disproportionately underrepresented in educational programs serving the gifted (Castellano, 2003). Reasons for their low representation vary, often reflecting a combination of factors related to the definition and conception of giftedness adopted and the identification procedure used. Depending on the criteria used, some children are classified as slightly above average; others are far above average. Some seem to have talent potential in a single area; others appear to ...