"One way to support a child's gifted development is with congregated gifted classes. These classes can be great, but they aren't always the best way to address a particular child's gifted learning needs. Every child who's designated "gifted" is unique, with their own profile of strengths, challenges, and constraints. If a school wants to meet the unique needs of their gifted learners, they need to provide a range of learning options."
"Zara notices and asks questions about everything. She loves animals, art, cooking, and sports, but has never loved going to school. When she was in third grade, she was formally identified by her school as gifted and was offered a place in the local full-time gifted program. The gifted program would have required her parents to drive her to a school about 20 minutes away and pick her up every day after school."
"Fourth grade was okay, but as Zara began grade five, and she was bored with school once again, her family decided that it was time to take action. Zara's grandmother was a retired teacher who knew something about gifted education. She offered to design and deliver a one-day-a-week pullout program based on Zara's love of cooking. An Individually Designed Pullout Program"
Gifted learners present unique profiles of strengths, challenges, and constraints, requiring multiple program options rather than a single model. Congregated full-time gifted classes can effectively serve some students, but logistical, familial, and individual factors can make them impractical. A case example shows a student identified as gifted bored in regular school; family schedules and commute prevented enrollment in a distant full-time program. A one-day-per-week, interest-based pullout program designed around the student's love of cooking provided a tailored learning alternative. Guided project-based learning that starts with the child's interests can stimulate intellectual development until meaningful school engagement occurs.
Read at Psychology Today
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