Including the Gifted and Talented

Making Inclusion Work for More Gifted and Able Learners

By: Chris Smith (Editor)

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Hardcover | 15 December 2005 | Edition Number 1

At a Glance

Hardcover
244 Pages

Dimensions(cm)
23.39 x 15.6 x 1.42

Hardcover

RRP $399.00

$341.75

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Gifted education is a highly topical but controversial subject. Unlike most books on the subject of inclusion for gifted learners, this single volume presents the opposing views of first-class experts from the field to challenge the assumption that educational inclusion relates only to those pupils with learning difficulties. In this book, the authors examine the extent to which a truly inclusive context can provide a challenging environment for gifted and talented pupils.
Key issues explored include:
* the social and emotional aspects of being a gifted and talented pupil
* the pros and cons of being labelled gifted and talented in very young children
* why 'regular' classrooms are the best place to educate gifted and talented pupils
* modifying the basic school curriculum to meet the needs of gifted and talented pupils
* what is submerged talent and how can it be found?
By engaging in discussions about the nature of inclusion and how varying perspectives can lead to very different practices being implemented, the effectiveness of educating the most able pupils is examined.
As the Government has recently initiated the Excellence in Cities scheme, this thought-provoking volume will be an invaluable read to student teachers, practitioners, academics and researchers who wish to further their study in this hot topic.

Industry Reviews

"This is a very useful book! It is full of examples of specific activities and strategies for educating children and adolescents of all ages who have symptoms of varying severity. It is written with clarity and ease of access. The book is quite a treasure for launching new teachers into their classroom careers, and will also be useful for experienced teachers who need to update their skills to be effective with learners with ASDs." - Sandra L. Harris, The State University of New Jersey, USA

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