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"The necessity of special provisions for the gifted can be understood
most clearly when this population is perceived as a legitimate part of special
education. Without the shield of special education, it is difficult to justify
why gifted children should have differentiated programs. Exceptional children
of all types are significantly different from the norm; therefore, they fail
to thrive without modifications. The purpose of special provisions for
exceptional children, whether educational or counseling, is to respond to
their unique needs. Although it is relatively clear that children in every
other branch of special education have unique needs, this assumption has not
been widely endorsed for the gifted and has to be made explicit."
Linda Kreger Silverman,
Counseling the Gifted and Talented, 1993
Contraire, James Delisle by Terri Bawden, and
Au Revoir, common sense by James R. Delisle, in
Gifted Child Today
- The good news is that the presence of this Point/Counterpoint review of
[Gardner's] Multiple Intelligences (MI) and the [Renzulli's] Schoolwide
Enrichment Model (SEM) within the pages of GCT means that a debate on what
constitutes giftedness has begun anew...
- Benjamin Bloom's taxonomy for categorizing level of abstraction of
questions that commonly occur in educational settings
Research and Educational Policy: The Strange Case of Acceleration by James
- One of the clear differences between educational policy and educational
research data involves the date of entrance into school. There is no reason,
based on what we know about individual differences and individual growth
rates, why a single date, such as a birthday, should be chosen to determine
when a person will enter the educational system
- Expert Testimony by
Debra Viadero, in
- Howard Gardner has had enough of watching children crawl around on the
classroom floor in the name of his theory of multiple intelligences...
- To see what the leading education, cognitive science, and other theorists
have to say on the subject of learning, please read on!
Differentiated Model of Giftedness and Talent
- Gagné suggests four domains of giftedness: Intellectual, Socio-affective,
Creative and Sensorimotor. Students can be gifted in one subject area
and not necessarily all areas. Recognises the student who may have high
ability but who may be under-achieving, demotivated or prevented from
realising his or her potential by environmental, personality or
In Praise of Elitism by Jim Delisle, in
Gifted Child Today
- With its egalitarian insistence that nearly everyone is gifted at
something, the MI idea has taken the country, and the world, by storm. Why?
Because MI artificially distributes giftedness equally among various talent
areas--linguistic, mathematical, spatial, and so forth--which is a politically
correct but intrinsically incorrect notion of what intelligence is.
- If being an elitist means that I still believe in a distinct quality of
giftedness that is the domain of the few, not the many; and if being an
elitist means that I believe gifted individuals need to be understood as the
complex intellectual and emotional beings that they are; and if being an
elitist means that I will advocate for a small percentage of children to
receive a level of academic rigor and emotional understanding that transcends
the typical, then an elitist I shall be...
- The International Montessori Index Montessori around the world
- When physical, mental, spiritual, and emotional needs are met children
glow with excitement and a drive to work hard, study, and to learn
Enrichment Triad Model
- As found in "Teacher excellence : student excellence" Catering
for the needs of gifted high school students in the regular classroom, by
Janet Williams and Lesley Newhouse-Maiden. Later called the
Schoolwide Enrichment Model...
- Schoolwide Enrichment Model
- "A Rising Tide Lifts All Ships" - The School Enrichment Model - demonstrated its
effectiveness in bringing about significant changes in schooling by infusing
more effective practices into existing school structures.
For a 7-minute
video introduction to SEM, view this
University of Washington Schoolwide Enrichment Model video
out multiple intelligences by Linda Seebach, Scripps Howard News Service
- At a fateful moment in writing his hugely influential book, "Frames of
Mind," Gardner says, he decided "to call these faculties 'multiple
intelligences' rather than abilities or gifts." As minor as the change
seemed to be, it made all the difference. And what a lot of nonsense
American education would have been spared as a result...
- The Theory of Multiple
Intelligence in Seven Steps
- In his "theory of multiple intelligences," Gardner argues that
human beings have evolved to be able to carry out at least seven separate
forms of analysis...
Brilliance: The Visual-Spatial Learner by Linda Kreger Silverman
- the gifts of the right hemisphere... Adults and children alike will find
in this book an opening to hidden abilities they may not even know they have
- The Three-Ring
Conception of Giftedness by Joseph S. Renzulli
- The age-old issue of "what makes giftedness" has been debated by
scholars for decades. Here is Renzulli's position on the theory, in his own
March 22, 2012