Including The Gifted And Talented

This book challenges the idea that educational inclusion only applies to students with learning difficulties and explores the potential for inclusive environments to benefit gifted and talented students. It covers topics such as the social and emotional aspects of being gifted, the benefits and drawbacks of labeling young children as gifted, and modifying the curriculum for these students. The book is recommended for student teachers, practitioners, and researchers interested in this topic. It is also praised for its practical strategies and examples for educating students with varying levels of symptoms.

This single volume presents the views of experts from the field which 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? As the Government has recently initiated the Excellence in Cities scheme, this thought-provoking volume is an invaluable read to student teachers, practitioners, academics and researchers who wish to further their study in this hot topic. Review: 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