Gifted, talented, or educationally disadvantaged? The case for including 'giftedness' in teacher education programs
RIS ID
74870
Abstract
This chapter argues that the presumption that gifted education practices conflict with the principles of inclusion is erroneous. However, there are distinct educational disadvantages for gifted students in classrooms where teachers do not appropriately differentiate instruction to match the needs of those students. A critical role for teacher education for inclusion is debunking myths around giftedness and preparing preservice teachers to accept their responsibility for educating gifted students.
COinS
Publication Details
Vialle, W. & Rogers, K. (2012). Gifted, talented, or educationally disadvantaged? The case for including 'giftedness' in teacher education programs. In C. Forlin (Eds.), Future directions for inclusive teacher education: An international perspective (pp. 114-122). London: Routledge.