Fair and Equitable Identification Process

Due to a variety of factors, it may be claimed that the existing procedures for identifying gifted and talented K–12 pupils in the United States are fair and egalitarian. First of all, the procedures used to identify individuals and the tests they take are always in line with the program’s criteria of giftedness (Montgomery, 2003). Second, the method does not discriminate against any subgroup of pupils because it combines many tests that are rationally combined.

The procedure is also fair and equal because it always includes a battery of tests to determine each child’s level of aptitude (Plucker et al., 2017). The tests mainly include measures of intelligence, problem-solving, as well as achievement.

Challenges Affecting the Gifted and Talented Children

The major challenge facing the gifted and talented children is socialization. Most of them have difficulties fitting in with their peers. Research has indicated that some of these students are mainly focused on their object of academic interest so much so that they may not show any interest in their peers at all (Montgomery, 2003). Others enjoy being friends with their peers, but, unfortunately, they lack the necessary social skills to do so.

Another challenge is the clash with the education systems. Despite the fact that most of the schools try to accommodate all students at various skill levels, the number of students in a class mainly prevents the teacher from challenging every student as much as possible. In most cases, the gifted students get the short end of the stick.

Unique Learning Needs

The main learning need for the gifted and talented students is to be able to recognize their talents. It is the role of parents, as well as teachers, to ensure that the gifted and talented children are in a position to recognize their unique talents at an early age (Plucker et al., 2017). After the talent is recognized, teachers and parents should try to modify future activities to challenge the child’s natural skills.

References

Montgomery, D. (2003). Gifted and talented children with special educational needs: Double exceptionality. London: NACE/Fulton.

Plucker, J.A., Makel, M.C., Matthews, M.S., Peters, S.J., & Rambo-Hernandez, K.E. (2017). Blazing New Trails: Strengthening Policy Research in Gifted Education. Gifted Child Quarterly, 61(3), 210-218.