Gifted Children – Article Example

Journal Article Review: Gifted Children The concept of gifted education is founded on principles of special education where learners are offered an equal opportunity so that they may discover and express their educational potentials and abilities. While this is the general agreement among educational scholars and practitioners, the U.S system has failed to put mechanisms in ensuring equitable access to gifted education among various racial and ethnic student populations. Despite the black’s high percentage in U.S public education, educational policies have been biased towards favoring a white student origin into the gifted education program. To this extent, (King, Kozleski, & Lansdowne, May/June, 2009) further says that statistics from the California Department of Education for the year 2007 showed that while the black students represented a 7.4% of student population, only a small percentage of 4.3% were enrolled for gifted and talented education as opposed to their white counterparts at 28.5% student enrolment and a higher percentage of 41.7% being enrolled for gifted and talented education. (King, Kozleski, & Lansdowne, May/June, 2009). Therefore, with these trends efforts towards enhancing equitable access to gifted and talented education has been hindered by among other issues, adequate teacher preparation in light of increasing student population, determining extent by which these programs create fields that differ from the general education, purpose and depth of such an education. To this end, there seems to be a consensus that gifted education is vital for one to discover the special abilities that are unique to one self. Enhancing equitable access to gifted education calls for a number of measures including; adequate teacher preparation with emphasis on multicultural and cultural pedagogy, broadening the definitions and concept of gifted education across multicultural, gender, linguistic, socio-economic backgrounds, anchoring an education program that looks into the learning process and learner’s abilities; and adopting specific evaluative mechanisms to assess the extent of provision of gifted education.
Reference
King, K. A., Kozleski, E. B., & Lansdowne, K. (May/June, 2009). Where are all the students of colour in Gifted Education? The Principal Magazine , 17-20.