Search results
the needs of gifted students and to foster their inclusion in education systems. Following the Strength through Diversity project’s framework, the analysis focuses on the areas of governance, resourcing, capacity building, school-
- A Literature Review on the Policy Approaches and Initiatives for the ...
Second Meeting of Country Representatives, 3 March 2020,...
- A Literature Review on the Policy Approaches and Initiatives for the ...
25. Establish and maintain a warm, accepting classroom. Teach your classroom community to embrace diversity and honor differences. Provide an environment in which the child can demonstrate his or her potential or aptitude to learn and perform. Teachers should strive to establish a noncompetitive, individualized, and open classroom,
Second Meeting of Country Representatives, 3 March 2020, OECD Conference Centre, Paris. This working paper aims to understand how education systems are currently dealing with giftedness and to identify policy approaches and initiative that promote the inclusion of gifted students.
11 lis 2021 · This article aims to re-examine the practices of gifted education, including gifted labeling, and rethink the possibility of generating a GATE-derived inclusive education discourse that can serve as a parallel discourse to the predominant humanitarianism-drive inclusive education movement.
25 lip 2024 · Supporting gifted students usually involves a mixture of acceleration and enrichment of the usual curriculum. A first step is creating an interest survey for the whole class. By reviewing the results, a classroom teacher can personalize lessons and target topics of interest.
21 sty 2024 · Semi-structured interviews and observations of classroom practice using the Assessing Classroom Differentiation Protocol—Revised (ACDP-R: an assessment “originally designed to examine strategies used to meet the needs of gifted children receiving group instruction” [p. 372]).
This paper starts with an overview of the extended academic literature on the definition and identification of giftedness. It then describes OECD countries’ policy initiatives to respond to the needs of gifted students and to foster their inclusion in education systems.
