Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G/T education) is a broad group of special practices, procedures, and theories used in the education of children who have been identified as gifted or talented.
The main approaches to gifted education are enrichment and acceleration. An enrichment program teaches additional, related material, but keeps the student progressing through the curriculum at the same rate as other students. For example, after the gifted students have completed the normal work in the curriculum, an enrichment program might provide them with additional information about a subject. An acceleration program advances the student through the standard curriculum faster than normal. This is done through many different approaches.[1]
<There is no standard global definition of what a gifted student is; multiple definitions exist. Most definitions select the students who are the most skilled or talented in a given area, e.g., the students with the most skill or talent in music, language, logical reasoning, or mathematics. The percentage of students selected varies, generally with 10% or fewer being selected for gifted education programs. However, since students vary in their aptitudes and achievements, a student who is not gifted in one area, such as music, may be considered gifted in another, such as language. Consequently, even if all programs agreed to include only the top 5% of students in their area, more than just 5% of students would be identified as gifted.
Pupils are advanced to a higher-level class covering material more suited to their abilities and preparedness. This may take the form of skipping grades or completing normal curriculum in a shorter-than-normal period of time ("telescoping"). Subject acceleration (also called partial acceleration) is a flexible approach which can advance a student in one subject, such as mathematics or language, without changing other studies, such as history or science. This type of acceleration is usually based upon achievement testing, rather than IQ.
Some colleges offer early entrance programs that give gifted younger students the opportunity to attend college early. In the U.S., many community colleges allow advanced students to enroll with the consent of school officials and the pupil's parents.
Acceleration presents gifted children with academic material from established curricula that is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. For the majority of gifted students, acceleration is beneficial both academically and socially.[2] Some advocates have argued that the disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, psychologist Miraca Gross reports: "the majority of these children [retained in a typical classroom] are socially rejected [by their peers with typical academic talents], isolated, and deeply unhappy. Children of IQ 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress."[3] These accelerated children should be placed together in one class if possible.[4] Research suggests that acceleration might have an impact long after students graduate from high school. For example, one study shows that high-IQ individuals who experienced full-grade acceleration earned higher incomes as adults.[5]
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