Is it possible to meet the needs of gifted students in the regular education (inclusion) classroom?
Research indicates that the needs of students who are gifted can be met in the inclusive classroom under certain prerequisite conditions: (1) the students are appropriately grouped, either in clusters or some other homogeneous arrangement; and (2) the students receive an appropriately differentiated curriculum. It is not easy to provide a learning environment where each child is working at his or her level of challenge. Grouping alone does not produce results; i.e., higher achievement. However, grouping makes it easier to achieve this goal. Additional strategies for providing effective instruction are discussed in the literature. Return to Top What does the research say about including gifted students in the regular education classroom? Specifically, are those elementary school programs that rely heavily on a pull-out vs. an inclusion-type program (homogeneous vs. heterogeneous grouping) proving to be more or less successful? When attempts are made to evaluate the effect of a particula
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- I have students with learning disabilities using RFB&Ds textbooks in my regular education classroom. How can I help them keep up with the rest of the students in my class?
- How is it possible to meet the needs of gifted students in the regular education (inclusion) classroom?
- Is it possible to meet the needs of gifted students in the regular education (inclusion) classroom?
