Gifted Education In America Essay
The American education system was built, along with many other things, to the average standard. It was designed with the average student in mind, never really adapted towards those who grasps concepts quickly and accelerate at rapid rates beyond their peers. As gifted, or exceptionally intelligence children make up around 6 to 10 percent of the students within America, roughly 3 to 5 million (“Gifted Education in the U.S”). But as America is behind many Asian and European countries in the general education, which was firmly expressed in the most recent PISA test, it is bounds behind in gifted education (Chappell). Teachers aren’t equipped to challenge the gifted students, or simply have no time to spend developing and nurturing the child’s
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Many parents have to ask or push for their children to be tested, while others don’t know about the test or if their children should be tested. As it isn’t federally required for the testing of giftedness, instead this power goes to each state individually (Winner). This resulted in only eleven out of the fifty states having gifted testing, and most are not required. This leads to many gifted individuals entering school, resulting in the early habits of boredom within the classroom. It can lead to the association between school and boredom or lack of stimulation for the mind. The leading countries in terms of scientists and other high skilled work positions, such as Singapore or Korea, have national laws requiring every child to be tested (Crawford). Early testing, whether IQ or other standardized state tests, can help quickly identify students, before they enter the mundane world of general education. This screening allows the gifted children to be placed accordingly with teachers, who understand or have time to understand each child. With teachers specialized in dealing with these specific children, it puts less stress on the teacher to cumulate a completely different teaching style for a single student in the general education. The early screening of children for exceptional intelligence results in benefits for both the community, teachers, and the
Many parents have to ask or push for their children to be tested, while others don’t know about the test or if their children should be tested. As it isn’t federally required for the testing of giftedness, instead this power goes to each state individually (Winner). This resulted in only eleven out of the fifty states having gifted testing, and most are not required. This leads to many gifted individuals entering school, resulting in the early habits of boredom within the classroom. It can lead to the association between school and boredom or lack of stimulation for the mind. The leading countries in terms of scientists and other high skilled work positions, such as Singapore or Korea, have national laws requiring every child to be tested (Crawford). Early testing, whether IQ or other standardized state tests, can help quickly identify students, before they enter the mundane world of general education. This screening allows the gifted children to be placed accordingly with teachers, who understand or have time to understand each child. With teachers specialized in dealing with these specific children, it puts less stress on the teacher to cumulate a completely different teaching style for a single student in the general education. The early screening of children for exceptional intelligence results in benefits for both the community, teachers, and the