Planning Programs for Gifted Students
Americans look to the schools for all kinds of miracles in the education and rearing of their children. We have a traditional faith in education as a pathway to success, a panacea for social ills, and an instrument for adjustment of the unfortunate. For the gifted child, schools hold the greatest promise of all since human talents and capacities are not in fullflower at birth. The more sophisticated the gifts, the more they need assiduous development in order to reach fruition. To say that the school owes a special responsibility to the intellectually gifted might imply neglect of the schools' obligation to every child as an individual. It is true, however, that schools are strategically organized to bring intellectual capacities to full bloom and to assist in the development of various special abilities as well.Education of the gifted is one application of the doctrine of adapting programs to individual differences and needs. The Southern Regional Project for Education of the Gifted ( 1962) provides a well-reasoned rationale to justify special education for gifted students. In its manual for program improvement, five underlying assumptions are listed:
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying them afterwards.
-- Anatole France
|Gifted children as a group differ from others in learning ability; they learn faster and remember more, and they tend to think more deeply with and about what they learn.|