young age I have always been very academically involved in and out of school. In second grade I began to participate in the gifted program for math and english. As part of the gifted program‚ I would not only complete my normal school work‚ but also create and present projects‚ such as powerpoints about my own interests or speeches based on topics assigned to us by our gifted coordinator. In second grade I began an advanced math program. Before I entered high school‚ not only had I already taken
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Shona Hemphill July 22‚ 2009 EDSP 4510 sec. 476 Structuring Gifted Programs If I had to pick the most important model from the Structuring Gifted Programs figure in chapter eleven‚ I would have to choose Individualized Instruction. This model breaks down instructions for assignments in a manner that is unique to an individual’s understanding. If a student does not understand the instructions‚ the teacher will personally come to the student and explain the instructions to him/her
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Article Review Gifted‚ Talented and Separated Introduction to Special Education EEX2000 Gifted‚ Talented and Separated “The most recent federal definition of gifted and talented‚ enacted in 1993‚ identifies gifted and talented students as those who exhibit the capacity for intellectual‚ creative‚ or artistic high performance and show unusual leadership ability or excel in an academic field. This current definition uses the term “outstanding talent‚” rather than “gifts and talents‚” and emphasizes
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across programs and services. Giftedness is a complex wonder impacting the development of the whole child. It takes quite a bit of collaboration to address the diverse social‚ academic and emotional aspects of the development of children that are gifted and talented. It is imperative that educators‚ parents‚ and the community collaborate with one another to ensure that students are properly identified for services to address their diverse advanced learning needs.
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was published about Ben Carson. As many are aware‚ Ben Carson is running for the 2016 Presidential election. Mr. Carson is a devote Christian and the first surgeon to separate conjoined twins. From the article that was published‚ the writer Charles M. Blow wrote about the different lies that Ben Carson has been caught in lately. The first lie that Ben Carson was accused of was that he claimed that he had received a “full scholarship” from West Point. Unfortunately‚ Mr. Carson never actually applied;
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The gifted student and poverty are two incredibly diverse topics that meet in underfunded and misunderstood programs. In an attempt to define gifted and talented (GT) students‚ as well as our understanding of poverty‚ the assumptions and misinterpretations of our knowledge slowly becomes evident through research analysis. First‚ seeking to define the problem and then to create change‚ the fundamental flaw is exposed; scholars do not agree on what poverty is and what necessarily defines social economic
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Beth Lindenberg Gifted Curriculum November 7‚ 2012 Bridging the Divide “Benefits of Providing Enrichment to High-Potential Students from Low-Income Families” by Rachelle Miller and Marcia Gentry This article‚ from Teaching for High Potential‚ Fall 2011‚ was illuminating‚ and‚ at the same time‚ left a few gaps for me. A quick summary. Researchers‚ Miller and Gentry‚ based this piece on the “Validity Evidence of the HOPE Scale: Instrumentation
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Topic: People with disabilities who have talents Title: Gifted People with Disabilities Thesis Statement: Who are those people with disabilities with talent and what are the talents they have? Outline: Introduction I. Gifted People with Disability A. Define Disability B. Define Talented Discussion I. Gifted People with Disability A. People with Disability 1. Jovy Sasutona 2. Chris Cerna 3. Amado Dulnuan 4. Maricel Apatan 5. Jessica Cox
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the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K. Gifted Child Quarterly‚ 56(1)‚ 25-39. The article looked at the overall effect that funded gifted programs have on the gifted students and the detrimental effects this funding has on the non-gifted population in the areas of school achievement as well as the effects and attitudes of school achievement for non-gifted students. Arguments have been made that funding for gifted programs puts non-gifted students at a disadvantage
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Gifted students are often well beyond their years when it comes to their ability‚ however they are not always mature enough to handle the assignments that go along with that ability. This brings about a problem of accommodating these students with sufficient enrichment or acceleration without using subjects that are too mature for their mental age. Gifted students can learn the same standards‚ themes‚ units and concepts as the rest of the class. They will just be allowed regular opportunities to
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