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This single volume presents the views of experts from the field which challenge the assumption that educational inclusion relates only to those pupils with learning difficulties. In this book, the authors examine the extent to which a truly inclusive context can provide a challenging environment for gifted and talented pupils. Key issues explored include: - the social and emotional aspects of being a gifted and talented pupil - the pros and cons of being labelled gifted and talented in very young children - why 'regular' classrooms are the best place to educate gifted and talented pupils - modifying the basic school curriculum to meet the needs of gifted and talented pupils - What is submerged talent and how can it be found? As the Government has recently initiated the Excellence in Cities scheme, this thought-provoking volume is an invaluable read to student teachers, practitioners, academics and researchers who wish to further their study in this hot topic.
Chris M. M. Smith is Lecturer in Inclusion and Gifted Education at the University of Glasgow, Scotland. She is also Project Leader of the Scottish Network for Able Pupils (SNAP).
Introduction; Part 1 Part I What does inclusion mean for the gifted and talented?; Chapter 1 Principles of inclusion, Chris M. M. Smith; Chapter 2 Chapter 2 Inequity in equity, Carrie Winstanley; Chapter 3 Chapter 3 Can 'inclusion' work for the gifted and talented?, Roger Moltzen; Chapter 4 Chapter 4 The early years setting - an inclusive framework, Margaret J. Sutherland; Chapter 5 Chapter 5 Are we nearly there yet?, Lynne McClure; Part 2 Part II Can selective interventions be inclusive?; Chapter 6 Chapter 6 Submerged talent in inner cities, Ron Casey, Valsa Koshy; Chapter 7 Chapter 7 Maximising potential - both academic and social-emotional, Colm O'Reilly; Chapter 8 Chapter 8 To group or not to group, Miraca U. M. Gross; Part 3 Part III What can ordinary schools do to promote inclusion for gifted and talented learners?; Chapter 9 Chapter 9 Accommodating gifted learners in regular classrooms, Michael C. Pyryt, B. Lynn Bosetti; Chapter 10 Chapter 10 Structured tinkering, Deborah Eyre; Chapter 11 Chapter 11 Double exceptionality, Professor DianeMontgomery; Chapter 12 Chapter 12 A curriculum of opportunity, Belle Wallace;
