Continuing Education

Children Who Are Gifted and Talented

Children Who Are Gifted and Talented

Change has developed into a constant in our society. Our changing rapidly world has technological marvels appearing at regular intervals, and our lives and our society are completely different from those individuals’ parents and grandparents. We need to use your imagination to keep abreast of all significant changes and thoughtful as a way to accommodate them.

These forces have caused many educators to pay for special care about those exceptional students that are called gifted and talented. Their outstanding abilities will probably be sorely useful in helping us adjust to the twenty-first century. The good news is that there could be a larger pool of gifted and talented students-if we pay awareness of might know about have learned about helping them.

Society includes a special fascination with gifted children, both as individuals so when potential contributors to society’s well-being. As individuals, they have the same directly to full development similar to all children. Also, lots of leaders, scientists, and poets of the next generation arrive in the current number of children who will be gifted and talented. Few societies can ignore that potential.

One with the strong motivating forces supporting special educational opportunities for students who are gifted continues to be negative reports about how exactly U.S. students perform in comparison to students of other countries. Our best students, in an academic sense, do not compare favorably using the best students from other countries. We have visit think that Americans have been in the first instance in everything. However, a series of international comparisons show that that assumption is a lot from accurate. Reports in a very study on national excellence the showed the next:

Americans assume that healthy students can compete with all the best students anywhere. This is not true. International assessments focused attention on the relatively poor standing coming from all students. These tests also demonstrate that our top-performing is undistinguished at best and poor at worst when compared to top students in other countries.

Another wake-up call to American educators came with the publication with the results with the Third International Mathematics and Science Study (TIMSS, 1998). This study, which involved about 15,000 schools all over the world in tests of the mastery of mathematics and science with the fourth-, eighth-, and twelfth-grade levels, revealed disturbing results for American students.

In the 4th grade, American students appeared to be performing above average for that fourteen countries that participated in the TIMSS study. That result changed, however, on the middle-school level, with American students falling substandard in the subjects. The twelfth-grade outcome was more devastating, with all the American students at or near the bottom in the over twenty countries with which they were compared.

There must be concern about the performance of our students in these curricular areas. The students who will probably be supposed to carry on to improve education and graduate education can be of particular concern if they have not mastered the fundamentals taught in elementary school.