Abstract
Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. At its heart, it is concerned with addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student. Copyright © 2020 by Phi Delta Kappa International.
| Original language | English |
|---|---|
| Pages (from-to) | 22-25 |
| Journal | Phi Delta Kappan |
| Volume | 102 |
| Issue number | 4 |
| Early online date | Nov 2020 |
| DOIs | |
| Publication status | Published - Dec 2020 |
Citation
Dixson, D. D., Peters, S. J., Makel, M. C., Jolly, J. L., Matthews, M. S., Miller, E. M., Rambo-Hernandez, K. E., Rinn, A. N., Robins, J. H., & Wilson, H. E. (2020). A call to reframe gifted education as maximizing learning. Phi Delta Kappan, 102(4), 22-25. https://doi.org/10.1177/0031721720978057Keywords
- Gifted
- Talented
- Advanced
- Maximizing
- Learning
- Challenge
- Response to Intervention
- Personalize
