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GIFTED EDUCATION PRACTICES

GIFTED EDUCATION PRACTICES. Two significant ways of affected MI gifted education practices in Australia. More inclusive model of gifted education, which hitherto had been associated with elitism and narrow IQ-based thinking

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GIFTED EDUCATION PRACTICES

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  1. GIFTED EDUCATION PRACTICES

  2. Two significant ways of affected MI gifted education practices in Australia • More inclusive model of gifted education, which hitherto had been associated with elitism and narrow IQ-based thinking • MI has been used by teachers to plan curricula that support a range of abilities in their classrooms, and through this planning, they have become more aware of the diversity of gifted students

  3. Background on the educational context in Australia • Gifted education has always been in a somewhat precarious position in Australia. The most of appropriate programs has not been systematized in any way and occurs only with the will and efforts of committed educators and parents. • Lack of appropriate educational programs prevented students from developing their full potential. The challenge in that situation was to convince educators that nurturing gifted students was a matter of equity. MI became important in attaining this aim.

  4. MI is an effective framework of identifying giftedness in students from disadvantaged groups and results in broader representation of indigenous. • Seeing Aboriginal children through an MI lens has permitted educators to look beyond the stereotype of sporting ability to discover the spatial, oral language, and interpersonal strengths exhibited by many Aboriginal children and to use these in designing educational programs to encourage the development of their talents. • MI thus provided a more authentic means for assessing giftedness in children from diverse backgrounds.

  5. SPECIAL EDUCATION PRACTICES Influenced by MI theory, Lorna Parker whoisthe principal of a school for studentswithspecialneeds, developed a new model for educatingspecialneedschildrenthatrequiresteachers to observestudentsclosely as undertakeactivitiesrelated to diverseintelligencesratherthanliteracy and numeracyonly. In, particular, theywereasked to identifytheintelligencesthatwererelativestrengthsorinterests for each of thechildren. Thefocus of herworkwithspecialstudentshasbeen to regardthemin a positivelight, encouragetheir development acrossallintelligences, and usetheirstrenghts and interests to motivatethemin learning. Teacherscanholdhigherexpactations of theintellectualcapacities of theirspecialneedsstudents.

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