Gifted and talented programs have been criticized since the practice became routine in most schools. Criticism leveled against these programs stems from the fact that these programs tend to separate individuals. As a result, there is a lack of diversity in these gifted programs as more privileged children tend to account for the majority of the students within the program. Further criticism stems from what it considered the discriminatory nature of the programs. The criterion used to determine gifted children is considered discriminatory as it leaves out other children. Furthermore, the negative reception of these gifted programs also stems from the fact that these students often fall victim to negative treatment by other students, such as bullying and name-calling. This critical reception creates a need to create alternative programs, which are both inclusive and which also address the challenges and issues facing gifted students. This essay identified three distinct gifted programs, which can be used to address these issues.
The Pull-in gifted program
The pull-in program is very similar to the popular push-out gifted program, with one exception. Unlike the push-out program, the pull-in program the specialist teacher comes in to the traditional classroom and works together with the regular teacher to provide instructions to the students (Mursky, 2011). Essentially, under this approach, the need to separate gifted students from their non-gifted counterparts is eliminated. Most importantly, the gifted children are able to continue learning together with their friends and in an uninterrupted manner.
Under this program, the work done by the students is often related to the core curriculum. In this regard, the specialist teacher will work together with these gifted children to teach them advanced math skills. They will also learn advanced reading, science and problem-solving skills (Mursky, 2011). The main goal of the pull-in program is to ensure that the gifted student achieves a high level of abilities while at the same time learning skills that are in line with the curriculum.
One of the main reasons gifted children are bullied and excluded by other students is because most traditional gifted programs seeks to award them special treatment and separate them from the non-gifted students (Berlin, 2009). Unlike these traditional models, the pull-in program promotes inclusion as it does not separate students. The stigma associated with pulling students out of class to participate in gifted programs is eliminated (Mursky, 2011). Furthermore, it also employs flexible grouping methods. This allows even regular students to participate, hence promoting inclusivity and harmony.
This program is particularly beneficial to gifted and talented students because it enables them to interact with other students who possess similar interests and strengths. Additionally, it increases their potential for higher levels of achievement. Furthermore, the program also provides them with advanced and more rigorous training that is not offered under regular teaching approaches. Most importantly, it does not offer training it addition to other classroom work, hence preventing these gifted students from having to make up for missed classes (Mursky, 2011).
This program does not demand a lot of additional resources, besides hiring a specialist teacher. The program relies on existing school resources, such as text books and curriculum. Since it is an open program, all students have access to it. All students stand to benefit from the advanced knowledge and skills taught in the pull-in program (Mursky, 2011).
An Open Community-Based Career Education Programs
It is common knowledge that schools alone are inadequate in preparing students for a productive life (Owens " Wang, 1996). In this regard, community-based learning provides the perfect opportunity for gifted students to acquire more skills in their communities. Under a community-based career program, the gifted students are able to apply for work positions in various organizations in their communities. These positions are a form of apprenticeship, which teachers them life skills, while helping them acquire additional skills that are relevant to their abilities. For instance, a student who displays an unmatched ability to code can benefit from this program through the school-to-work type of learning, which places him in a company that deals with coding and other forms of software engineering.
Since the program is open, it does not discriminate and allows both gifted and non-gifted children to enroll. In this manner, it is able to overcome some of the charges brought against talented and gifted programs, such as discrimination. Most importantly, it also addresses issues of bullying as it does not seek depict gifted children as being special. It is particularly beneficial to all students as it imparts skills and insights into life and careers, which are absent in regular classrooms (Colson, 1980).
This program demands additional resources besides those provided in the regular classroom. While class textbooks and curriculum may be beneficial, additional resources such as transport, additional specialist teachers, and career educators may be needed. Most importantly, the school will need to forge partnerships with other individuals and organizations in the community. Enrichment programs will benefit both regular and gifted children in three main ways. First it will eliminate the ‘drilling’ associated with regular classes (Ibata-Arens, 2012). Secondly, it tends to expose them to interesting concepts, which in turn improves their attitudes towards school (Cunningham, 2016). Finally, it provides a hand-on approach to learning activities, which in turn enhances their overall academic achievement (Ibata-Arens, 2012).
Just like the community program, this open program will also eliminate issues such as discrimination and bullying, which face most gifted children. They are able to learn additional skills while in the company of regular students, which eliminates stratification issues that contribute to bullying. Additionally, all students will have access to the program as it is open and does not require students to meet any performance thresholds.
The school will require external resources such as, equipment’s, learning materials and specialist teachers. Furthermore, it is also important to hire additional staff to mentor and teach hand-on skills to the students. Despite this, existing school resources such as books and learning supplies can also be used in this after-school enrichment program.
An Open Enrichment After-School Program
After-school enrichment programs have been around for a long time. However, this particular program is open to all students, both gifted and non-gifted individuals. Under this program, a specialist teacher will offer different types of classes ranging, from math, science to languages and art.
References
Berlin, J.E. (2009). Its all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31(4), 217-23.
Colson, S. (1980). The evaluation of a community-based career education program for gifted and talented students as an administrative model for an alternative program. Gifted Child Quarterly, 24(3), 101-6.
Cunningham, M.N. (2016). The effects of an elementary after-school enrichment program on gifted and talented students’ attitudes towards school. Curriculum and Instruction Undergraduate Honors, Article 10.
Ibata-Arens, K.C. (2012). Race to the future: Innovations in gifted and enrichment education in Asia, and implications for the United States. Administrative Sciences, 2, 1-25.
Mursky, C. (2011). Pull-out/Pull-in. Madison: Wisconsin Department of Public Instruction.
Owens, T.R. " Wang, C. (1996). Community-based learning: A foundation for meaningful education reform. School Improvement Research Series, no.8.
