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What is the problem?

What is the problem?.

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What is the problem?

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  1. What is the problem? “The more I know, the more I am not wanted!” School was no longer a welcome place in her mind. She was called names. She was five years old. She could read and do math at third grade level. She could play Bach on the piano and indulge in a game of chess with adults. She had visually memorized every species of birds and butterflies. She understood that there’s a world out there beyond her own. Her teacher said, “She has the maturity beyond her age. Others have not outgrown further than ‘me’.” At six, Johnson and Woodcock Battery of Tests measured her IQ at 140. At that time, a teacher called her “bossy”. ISCRESPO

  2. Gifted Education Theoretical Adequacy and Ethical Merits Within Frank’s Framework By Irma S.Z.B. Crespo

  3. Theoretical Adequacy • Linkage between desired outcomes and strategies employed. - Reasons and justifications - Contextual background, pressing needs etc. - Tangential factors (Kubow & Fossum, 2007, p.274) ISCRESPO

  4. The Normal Curve of Intelligence ISCRESPO

  5. Gifted Education in the U.S. ISCRESPO

  6. Final Thoughts: Ethical Merits • Gifted education is: = humanitarian = a crest of common good = a representation of equality ISCRESPO

  7. Words To Live By • It is detrimental for society to lose its gifted youngsters: the invaluable potential of “the music that was never composed, the medical cure that was never discovered, the political strategy that might have averted a war” will be thrown into oblivion. (Silverman, n.d., p. 9) ISCRESPO

  8. References • Gifted Education Policies. (n.d.) Davidson’s Institute GT-Cybersource. Retrieved June 7, • 2008 from http://www.gt-cybersource.org/StatePolicy • Glass, T.F. (2004). What Gift? The Reality of the Student Who is Gifted and Talented In Public • School Classrooms. [Electronic Version]. Gifted Child Today, 27(4), 25-29. • Henderson, L. (2007). Multi-level selective classes for gifted students. [Electronic Version]. • International Education Journal, 8(2), 60-67. • Jolly, J.L. (2007). Guy M. Whipple. [Electronic Version]. Gifted Child Today, 30(1), 55-57. • Kubow, P. K.& Fossom, P. (2007). Comparative Education: Exploring Issues in • International Context. (2nd ed.) New Jersey: Pearson Education. • Michigan Alliance for Gifted Education. (n.d.). Mission Statement. Author. Retrieved June • 7,2008 from http://www.migiftedchild.org/ • Rogers, K.B.(2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of • the Research on Educational Practice. [Electronic Version]. The Gifted Child Quarterly, • 51(4), 382-396. • Section 57 of Michigan School Code. Retrieved June 7, 2008 from • http://www.house.michigan.gov/hfa • Silverman, L.K.. (n.d.). Why Do We Need Gifted Education?:A Millenial Approach.Gifted51. • Retrieved May 17, 2008 from http://www.gifted51.org/articles/ ISCRESPO

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