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Gifted, talented, or educationally disadvantaged? The case for including 'giftedness' in teacher education programs

Chapter


Abstract


  • This chapter argues that the presumption that gifted education practices conflict with the principles of inclusion is erroneous. However, there are distinct educational disadvantages for gifted students in classrooms where teachers do not appropriately differentiate instruction to match the needs of those students. A critical role for teacher education for inclusion is debunking myths around giftedness and preparing preservice teachers to accept their responsibility for educating gifted students.

Publication Date


  • 2012

Citation


  • Vialle, W. & Rogers, K. (2012). Gifted, talented, or educationally disadvantaged? The case for including 'giftedness' in teacher education programs. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 114-122). London: Routledge.

International Standard Book Number (isbn) 13


  • 9780415519007

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/96

Book Title


  • Future directions for inclusive teacher education: An international perspective

Start Page


  • 114

End Page


  • 122

Place Of Publication


  • London

Abstract


  • This chapter argues that the presumption that gifted education practices conflict with the principles of inclusion is erroneous. However, there are distinct educational disadvantages for gifted students in classrooms where teachers do not appropriately differentiate instruction to match the needs of those students. A critical role for teacher education for inclusion is debunking myths around giftedness and preparing preservice teachers to accept their responsibility for educating gifted students.

Publication Date


  • 2012

Citation


  • Vialle, W. & Rogers, K. (2012). Gifted, talented, or educationally disadvantaged? The case for including 'giftedness' in teacher education programs. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 114-122). London: Routledge.

International Standard Book Number (isbn) 13


  • 9780415519007

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/96

Book Title


  • Future directions for inclusive teacher education: An international perspective

Start Page


  • 114

End Page


  • 122

Place Of Publication


  • London