'This is an excellent book which is organised for teachers, heads of schools, and those specifically involved with very able youngsters. Many ideas are provided in this book for teachers to follow in order to render their professional expertise appropriate for helping youngsters with high ability' - Dr L. F. Lowenstein, Educational, Clinical and Forensic Psychological Consultant Using ideas that have been tried and tested in the classroom, this book takes a whole school approach to providing appropriate challenge and support for gifted and talented pupils in an inclusive educational setting. Packed with practical ideas for meeting the needs of gifted pupils and containing plenty of case studies that show what can be achieved, this book also provides advice on: " Defining and Identifying giftedness and talent; " Strategies for resolving underachievement by gifted and talented pupils; " Dual exceptionality and removing barriers to attainment; " support strategies for gifted and talented pupils (in schools and in LEAs); " different teaching and learning strategies, such as differentiation and enrichment; " devising a tailored curriculum to meet the needs of individual able pupils. Gifted and Talented Co-ordinators, class teachers, LEA Advisers and Learning Support Teachers looking for a whole-school approach to helping more able pupils develop their abilities to the fullest potential will find this book invaluable.

The readings in this volume report on specific programme evaluations, offer critical guidance in the development and utilization of instruments for assessing Gifted and Talented programmes, and provide stimuli for the discussion of issues surrounding G/T programme evaluation.

Various forms of grouping and acceleration are studied in this volume, along with recommendations for implementation that will ensure appropriately challenging educational opportunities for gifted students.

Gifted students that are at-risk because of learning disabilities, gender issues, and/or economical disadvantages are highlighted in this volume, which also discusses methods for resolving the issues that prevent these students from realizing their promise.

Raising some of the most challenging questions in the field, this call-to-arms focuses on the important service gifted programmes provide, the potential crisis gifted educators face, and what must be done to keep the gifted child movement alive and well.

The articles in this volume address the numerous challenges educators face in their attempts to accurately identify gifted and talented students. Solutions to these challenges and avenues of future exploration are also discussed.

This volume addresses the underrepresentation of culturally diverse and/or economically disadvantaged students in gifted and talented programmes, from the inadequate identification process to culturally unsavvy programming and programme staffing.

Explores the most predominant and compelling theories on the multiple facets of giftedness, the validity of available assessments, and the development of giftedness and talent.

Focusing on the link between gifted education and general education, the articles in this volume reveal the benefits of differentiating curriculum and instruction, discuss impediments to the successful adoption of differentiation in classrooms and school districts, and show how educators can collaboratively overcome these obstacles.

Major themes include nature versus nurture in arts talent development, crystallizing experiences, teacher empowerment, and collaboration between school and community members in identifying talented art students.

In this fascinating book, Ellen Winner uncovers and explores nine myths about giftedness, and shows us what gifted children are really like.Using vivid case studies, Winner paints a complex picture of the gifted child. Here we meet David, a three-year-old who learned to read in two weeks KyLee, a five-year-old who mastered on his own all of the math concepts expected by the end of elementary school and Nadia, an autistic and retarded savant" who nevertheless could draw like a Renaissance master.Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. Gifted Children also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children, and focusing our resources for gifted education on those with extreme abilities,children who are left untouched by the kinds of minimal programs we have today.

The findings of the workshop, part of the program of the Council for Cultural Cooperation of the Council of Europe, is designed to provide information that the ministries of education in the several member states can use to prepare policy decisions. Reviews the research on gifted children and adoles

The Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc. Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths. To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students.

The Scales for Rating the Behavioral Characteristics of Superior Students are commonly referred to as the Renzulli Scales or Renzulli-Hartman Scales . Now in its third edition, the Renzulli Scales are the nation's most popular tool for identifying gifted children. Supported by 40 years of research, the Renzulli Scales are used by gifted and talented programs across the country. This standardized instrument is completed by teachers and provides an effective method for identifying gifted children. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: Learning Characteristics Creativity Characteristics Motivation Characteristics Leadership Characteristics Artistic Characteristics Musical Characteristics Dramatics Characteristics Communication Characteristics (Precision) Communication Characteristics (Expressiveness) Planning Characteristics Mathematics Characteristics Reading Characteristics Technology Characteristics Science Characteristics Each scale contains multiple items that are rated using a Likert-type scale. The first four scales (learning, creativity, motivation, and leadership) are used by most schools that use the Scales. The remaining 10 scales are focused on specific areas. They are used by schools when those areas seem appropriate for a gifted program's goals. For example, a program serving gifted math students would use the mathematics scale, a science academy would use the science scale, etc. Research shows that gifted children tend to exhibit certain observable behaviors, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. The Renzulli Scales asks teachers to rate children in comparison to their peers on a host of these observable behaviors. The children who score high on the scales are more likely to be gifted. Using a tool like the Scales, a school can narrow the number of students who will be fully evaluated for a gifted program. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Based on a multiple talent approach to the identification of gifted students, the scales help identify student strengths. To explore the full collection of Renzulli Scales print and online resources, please visit: https://www.routledge.com/go/scales-for-rating-the-behavioral-characteristics-of-superior-students.

Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment assists educators in understanding how to identify and target behaviors that influence the success of students and daily classroom instruction. Each module: Provides case studies with examples of the concepts being taught. Includes presentations, interactive graphic organizers, and small-group problem-solving activities. Offers self-assessments and resources for developing interventions. May be used within a university course, a series of workshops, or professional teacher learning communities. Uses functional behavior assessment (FBA), a successful research-based approach to behavioral interventions. Using this book, teachers can learn to manage student behavior and implement differentiation in the classroom.

The education of gifted and talented pupils is an established domain of study but research in the area has increased dramatically, particularly in the past fifteen years. The reason for this burgeoning interest relates principally not to conventional educational concerns but rather to the desire of governments around the world to maximize intellectual capital better to compete in a globalized economy. Nurturing those with exceptional ability is now seen as a societal necessity rather than simply an educational objective. A secondary aspect of this societal interest relates to equity; gifted and talented programmes are at the forefront of national and international educational policy and they are increasingly being adopted in the pursuit of meritocracy as a mechanism to improve life chances and to stimulate social mobility.

As serious thinking about and around the education of the gifted and talented continues to flourish, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to codify and make sense of the field s literature. Edited by Deborah Eyre, the founding Director of the world-renowned Academy for Gifted and Talented Youth at the University of Warwick, this new Major Work brings together in four volumes the foundational and the best cutting-edge scholarship. The editor has drawn on the most important and influential research from a broad range of countries to create a one-stop mini library which describes and analyses the rationale and purposes of gifted education. Particular attention has been paid to the controversies surrounding definitions and the identification of giftedness, and the collection provides a substantial overview of best practice in relation to education in schools and classrooms, as well as special programmes. The material gathered also closely considers the substantial hurdles that may face children identified as especially gifted.

Gifted and Talented Education is fully indexed and has a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context. It is an essential library purchase and is destined to be valued by scholars and students as well as by educational policy-makers as a vital reference work and research tool.

Gifted children are quick on the uptake, can be frustrated by repetition and easily become impatient when unchallenged. Challenging the Gifted Child outlines a tried and tested approach for encouraging able children to focus their active minds in a productive way and discover the joy and value of reading. The author explains the criteria for choosing appropriate reading for the child and describes ways to help deepen their understanding of both literature and language. Using examples from the author's extensive experience, this book encourages the development of independent learning skills and will help parents and educators to create a personalized reading programme for a gifted child at home or small groups of children in school. Photocopiable materials are included, along with samples of reading lists for different age groups. This book provides practical advice for working with advanced young readers and will be an ideal resource for anyone who has responsibility for educating a gifted child.

It is increasingly common for children with autism to attend mainstream schools. In this book, the authors use their expertise and considerable experience of working with and observing pupils with autism to exemplify the challenges faced in the classroom. Most importantly, they suggest practical strategies for successfully meeting pupil's learning needs. The case studies bring to life the everyday concerns of young people, their parents and teachers, and provide different contexts for the demonstration of good practice.>

The dramatic findings of a ground-breaking study of 120 immensely talented individuals reveal astonishing new information on developing talent in young people.
- The Nature of the Study and Why It Was Done
- Learning to Be a Concert Pianist
- One Concert Pianist
- The Development of Accomplished Sculptors
- The Development of Olympic Swimmers
- One Olympic Swimmer
- Learning to Be a World-Class Tennis Player
- The Development of Exceptional Research Mathematicians
- One Mathematician: "Hal Foster"
- Becoming an Outstanding Research Neurologist
- Phases of Learning
- Home Influences on Talent Development
- A Long-Term Commitment to Learning
- Generalizations About Talent Development

In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references "honor" and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education-and in the case of the discussions in this book, largely honors in US higher education-promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are "opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students"?In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.

Authored by luminaries in the special education field, EDUCATING EXCEPTIONAL CHILDREN introduces readers to each of the thirteen disability categories, and discusses the needs of children who are gifted and talented. The fourteenth edition continues to focus on the strengths of previous editions, while also providing new material about such important hot topics as genetics, neurology, inclusion, assistive technology, and information processing. The book provides key, research-based teaching methods and strategies for children with various exceptionalities, and also offers analysis of ecological factors that influence the exceptional child in and out of the classroom. This edition also features a new chapter on children with ADD/ADHD, new diagnosis information from the DSM-5, coverage of CEC and Common Core State Standards, the most current teaching techniques for each category, and current coverage of the Response to Intervention Model.