Whole+School+Considerations

=Program Delivery for (Gifted) Students=


 * When a school makes a decision regarding gifted services, the entire school is affected. Either by placing gifted students throughout all classes in a heterogeneous model, or by removing them from the mainstream population and creating a homogenous program model, the decision changes the makeup of every class in the building. Because of the ripples made by this change, schools need to consider and address how the gifted services delivery will alter instruction for all students. They must be ready to answer the critics that bring charges of unequal opportunities (better teachers, smaller classes, more engaged learning), as well as defend the choice that they make as the best one for the students.

What do gifted students need and how can schools provide it? Is it better to group them together or disperse them throughout the school? Or.... possibly, is this question limiting our options? Should we think differently? Expanding the options beyond those two choices? Perhaps even to a model that would work for all kids, gifted and non, inclusive of all types of intelligences, and one which would not cut off unidentified minorities from gifted programs which would develop their potential as well?

The video (below) from TED (a conference as well as an online catalog of stellar speakers in the fields of Technology, Entertainment and Design), features Sir Ken Robinson, (read his biography) discussing the need for a paradigm change in education. His talk focuses on the need for reform throughout education, but he offers great insight into the state of schools, why they are the way they are, and why they need to change. Some highlighted thoughts are included at the right of the video: || media type="custom" key="14181498" || The Lighthouse Program offers just such an individualized program for gifted students. By using the inquiry-based approach to learning, this special school for gifted answers the challenge that Sir Ken Robinson explains. But is it possible that the same programming would be the right choice for all students?
 * media type="custom" key="13990344" ||< * ===//"Human communities depend upon a diversity of talent, not a singular concept of ability."//===
 * ===//"We have built our educational system on the model of fast food ...where everything is standardized…not customized."//===
 * ===//"Human talent is tremendously diverse."//===
 * ===//"Very many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of.”//=== ||

Our question as to whether gifted should be grouped together or scattered throughout the school, follows the presupposition that the school will maintain the typical structure, but does it need to? Can we consider that there may be another option? An option that would allow for the benefits of heterogeneous grouping, and the benefits of homogeneous grouping... An option that would provide (gifted) students with the acceleration they need through individualized instruction...An option that would be the same for every student, whether gifted or not.

By considering an individualized educational model, a school can incorporate all the best qualties of each model while at the same time making programming decisions not just for gifted students, but for all students.