Assessment type: Essay Words: 2500 Reference: APA 7 Topic: Strategies for working with gifted children. Please focus on the highlighted words and sentences. 1. Write a descriptive and analytical essay...

Strategies for Working with Gifted Children        13
STRATEGIES FOR WORKING WITH GIFTED CHILDREN
Table of Contents
Introduction    3
Body    3
Conclusion    11
References    12
Introduction
One of the most pressing challenges in gifted education is the provision of suitable services and programmes for gifted and talented kids in schools. Other attempts, such as defining giftedness and recognising the gifted, may be rendered ineffective without rigorous and particular service and programme design. Because each gifted student has a unique skill and aptitude in a certain area, it is critical that these children be given with carefully created programmes that meet their specific learning requirements. Not only has research provided copious evidence of the benefits of various enrichment and acceleration programmes for the gifted and talented, but it has also provided good outcomes and major implications for future study and practise.
Body
It is believed that gifted and highly talented children make about 5 to 15% of the school-age population. These students may have improved academic performance, creativity, music, dance, art, and/or leadership talents. When dealing with talented children in early childhood (kindergarten or day-care teacher) and primary settings, teachers can utilise and adapt a variety of instructional tactics and techniques. The curriculum should be compacted and enriched, the environs should be exciting and the cognitive, physical, emotional and social demands of the exceptional students should be covered (Hanover Research, 2017).They must make it possible for the students to swiftly progress through the curriculum content and more advanced material, enable academic rigour, implement multi-level and multi-dimensional curricula, and differentiate their curriculum to accommodate disparities in rates, depth, and learning speed. This will allow all students in the class to learn about a certain topic by producing projects that are appropriate for their level of competence. For example, if students are studying about Australia, several sorts of projects might be provided to pupils of various abilities.
At the end of the lesson, all students can share to the whole group what they have learnt. Teachers should be flexible with the curriculum and benefit from real-life experiences which all students can integrate into problem-solving academics. A snowfall can be utilised for teaching pupils, for example. There includes a variety of challenges for students of different levels of skill, such as identifying snow or forecasting how much snow falls. Teachers should focus on the curriculum and involve talented students in decision making and offer them a chance to learn to be responsible for their own learning.The curriculum can be based on the interests and educational requirements of the pupils. Students must be permitted to work on autonomous projects that are based on their own personal interests. Independent tasks can be assigned based on skill level. Teachers must foster talented kids' originality and innovative thinking, as well as allow them to explore unique methods of linking seemingly unrelated subjects (Ritter, Gu, Crijns & Biekens, 2020).
Students' skills from various cultural and linguistic origins have been mainly underdeveloped. These pupils' capabilities were underappreciated or completely neglected at the turn of the twentieth century. In reaction to the Civil Rights Movement in the 1960s and 1970s, evidence on testing bias drove educators to explore new methods of evaluation. Innovation and revisions to these examinations lasted far into the late twentieth century.Indeed, the 1980s saw an increase in interest in the atypical talented, which are broadly defined as ethnic, racial, and linguistic minorities, the economically disadvantaged, talented females, talented underachievers, and the gifted/disabled (Lawler & Payne, 2017). As a result, several educational and social programmes were implemented to increase possibilities for pupils from diverse cultural, linguistic, and socioeconomic backgrounds.
This tendency is still going on today, as other academics try to eliminate some of the long-held methods for judging giftedness in children from various backgrounds. Many bright children of colour struggle to define themselves and their distinct features within greater culture, according to researchers, and this knowledge is critical. Gifted kids must comprehend the term gifted in order to: 1) apply the notion to their life, and 2) comprehend how their giftedness, in particular, might affect educational opportunities and achievement.This form of positive agency, however, can be difficult for students from diverse cultural, linguistic, and socioeconomic backgrounds, particularly in educational contexts (Scientific Research, 2014). For one thing, in these places, fewer pupils are designated as talented.
The use of IQ testing and other methods to identify giftedness explicitly excludes underprivileged pupils and distances them from their intellectual potential. Because of the inherent biases such tests have when employed with various groups, researchers have recently tried to further widen the instruments used to measure this form of exceptionality. Furthermore, giftedness may emerge in these kids in non-psychometric ways, such as creativity, leadership, psychomotor ability, artistic aptitude, and the capacity to rebound rapidly from setbacks.Because of their potential to be autonomous learners, gifted children might regard themselves as significant contributors to the world thanks to these numerous measurements of intelligence and their acknowledgement (Casino-García, Llopis-Bueno & Llinares-Insa, 2021).
Students who are gifted and talented, as well as those who have exceptional talents, require gifted education programmes that will challenge them in conventional classroom settings, as well as enrichment and accelerated programmes, in order to achieve continual progress in school (Gifted...