Here is the argument:
PRO: The diverse needs of students identified as gifted and/or talented
should be met within the general education classroom setting.
CON: A wide range of placement options should exisit for meeting the
diverse needs of identified gifted and talented students, including
pull-out programs, special programs, separate schools etc.
Next week I must argue on the PRO side in a debate. It is ironic that I
will be arguing for inclusion when I am an art teacher in a school for the
Gifted. I am well aware of all the arguments that accuse gifted programs
(I actually agree with most of it) but what I cannot see as clearly is the
benefits that inclusion will give to the children labeled gifted.
I would like to hear any opinions or facts that would help me argue my case
for the debate, as well as anything that would argue the case of my
On a more personal level, I am interested in approaches to assessments and
identification processes that will make Gifted education less narrow and
I am not sure if most art educators are involved with gifted populations or
if this is a subject of interest to anyone on this mailing list, but I
figured I would give it a shot.
*Many of my interests within art education seem to create contradictions in
my thinking. This is disturbing to me. This debate is one piece of the
puzzle that is causing me to reflect on and reevaluate my philosophy of
teaching. I would appreciate input from anyone who feels compelled to
speak, or write, as the case may be.
University of Illinois