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| Why Should Gifted Education Be Supported? |
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| Author : National Association for Gifted Children
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| Created : 17 May 2002
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| Last Revision : 17 May 2002
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Why Should Gifted Education Be Supported?
This question is often asked in a confrontational manner by those who believe that gifted individuals do not need special educational provisions. Some sincerely feel that truly gifted children will remain gifted and fulfill their educational needs on their own. Others feel that if teachers are doing their job, the gifted should be able to get by without the special attention that other atypical learners need. The following are some ideas that those who hold such views must be asked to consider.
Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential. Giftedness arises from an interaction between innate capabilities and an environment that challenges and stimulates to bring forth high levels of ability and talent. These challenges must be available throughout the individual's lifetime for high levels of actualization of ability and talent to result. According to research on the nature of intelligence and the brain, we either progress or we regress depending on our participation in stimulation appropriate to our level of development.
Each person has the right to learn and to be provided challenges for learning at the most appropriate level where growth proceeds most effectively. Our political and social system is based on democratic principles. The school as an extension of those principles must provide an equal educational opportunity for all children to develop to their fullest potential. This means allowing gifted students the opportunity to learn at their level of development. For truly equal opportunity, a variety of learning experiences must be available at many levels.
At present, only slightly over one-half of the possible gifted learners in the United States are reported to be receiving education appropriate to their needs. There is physical and psychological pain in being thwarted, discouraged and diminished as a person. To have ability, to feel power you are never allowed to use, can become traumatic. Many researchers consider the gifted as the largest group of underachievers in education.
Traditional education currently does not sufficiently value bright minds. Gifted children often enter school having already developed many of their basic skills. Almost from the first day they sense isolation, as others consider them different. Schools are not sufficiently individualized or flexible to allow modification in structure and organization. Most schools seek to develop skills that allow participation in society, not the re-creation of that society.
When given the opportunity gifted students can use their vast amount of knowledge to serve as a background for unlimited learning. When the needs of the gifted are considered and the educational program is designed to meet these needs, these students make significant gains in achievement, and their sense of competence and well-being is enhanced.
Providing for our finest minds allows both individual and societal needs to be met. Contributions to society in all areas of human endeavor come in overweighted proportions from this population of individuals. Society needs the gifted adult to play a far more demanding and innovative role than that required of the more typical learner. We need integrated, highly functioning persons to carry out those tasks that will lead all of us to a satisfying, fulfilling future.
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