Navigating the Waters of Change [electronic resource] : Charting a New Course of Action To Improve Identification and Services for Children Who Are Gifted.
Using the results of model gifted and talented projects in Ohio (32 during Fiscal Year 1992-93 and 31 during 1994-95), this report provides information to local education agencies to improve the identification of and delivery of services to students who are gifted. Alternative identification strateg...
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| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED399694 | ||
| 110 | 1 | |a Ohio. |b Division of Special Education. | |
| 245 | 1 | 0 | |a Navigating the Waters of Change |h [electronic resource] : |b Charting a New Course of Action To Improve Identification and Services for Children Who Are Gifted. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 49 p. | ||
| 500 | |a ERIC Document Number: ED399694. | ||
| 500 | |a Availability: Ohio Department of Education, Division of Special Education, 933 High Street, Worthington, OH 43085-4087. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Department of Education, Washington, DC. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:399694. | ||
| 520 | |a Using the results of model gifted and talented projects in Ohio (32 during Fiscal Year 1992-93 and 31 during 1994-95), this report provides information to local education agencies to improve the identification of and delivery of services to students who are gifted. Alternative identification strategies such as using a multifactored assessment are reviewed in the context of the underrepresentation of minority groups in gifted and talented programs. The value of a full range of service delivery methods (resource room, separate classrooms, cluster grouping, acceleration, cooperative learning, and the regular classroom) is emphasized, as is the provision of differentiated curriculum to gifted students. Specific individual model projects and their outcomes are reported, in relation to their efforts in meeting the following three priorities: (1) identification of underserved populations; (2) provision of a differentiated curriculum within the regular classroom; and (3) provision of a full range of services to gifted students. The report stresses the importance of professional development in helping teachers develop competencies in differentiating instruction and curriculum. A list of participating school districts completes the report. (Contains 46 references.) (CR) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Ability Identification. |2 ericd. |
| 650 | 1 | 7 | |a Delivery Systems. |2 ericd. |
| 650 | 0 | 7 | |a Disproportionate Representation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Educationally Disadvantaged. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Gifted. |2 ericd. |
| 650 | 0 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 1 | 7 | |a Talent. |2 ericd. |
| 650 | 0 | 7 | |a Talent Identification. |2 ericd. |
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