G Frost's List: Topic Annotated Biliography

• Students, children, or youth who give evidence of high achievement capability in  areas such as intellectual, creative, artistic, or leadership capacity, or in  specific academic fields, and who need services and activities not ordinarily  provided by the school in order to fully develop those capabilities
• - approximately 6% of the student population
• the state and local level
• may include pull-out programs, advanced classes, varied grouping strategies,  acceleration, differentiation of curriculum and instruction, dual enrollment,  magnet schools, and specialized, self-contained schools
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    Accommodations in the regular  classroom
   
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    Part-time assignment to both regular and special  classes
   
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    Full-time grouping with students of similar  abilities
   
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    Acceleration or grade advancement

3 more annotations...

• Their resulting boredom and frustration can lead to low achievement,  despondency, or unhealthy work habits. The role of the teacher is crucial for  spotting and nurturing talents in school.
• that 61% of classroom  teachers had no training in teaching highly able students, limiting the  challenging educational opportunities offered to advanced learners
• While all children are special and deserving, not all children have exceptional  academic gifts that require additional or different support in school

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• we are hearing scholars and educators question whether gifted education is even  valid, whether gifted children even exist
• Everyone is gifted in their own way. Do we hear similar propositions about  things other than giftedness? Everyone is 6-foot-four in their own way. Everyone  is brunette in their own way. Everyone is Michael Jordan in their own way.  Everyone is exhausted in their own way. Everyone is female in their own way.  Everyone does calculus in their own way. Everyone is a great writer in their own  way.
  

• But having gifts, in the social sense, does not make you gifted, in an  educational sense.
  
• ‘Everyone is gifted is a defense.
  
• Giftedness is not ordinary; giftedness is extraordinary; this is the very pith  and marrow of the term. Mozart, Shakespeare, Catherine the Great, Martin Luther  King and Sylvia Plath were gifted. Like gifted children in our schools, these  people had special abilities and special needs, and as a society we must be able  to say so, to admire ability, to support ability, to celebrate ability and to  nurture ability. It must be as socially acceptable to support genius that is  intellectual as it is to support genius that is athletic.
  

1 more annotation...

• Gifted children are only children, and they did not choose to be gifted. They  can't help it. Gifted children are those who require a differentiated  educational program if their exceptional needs are to be met
• a gifted child had a specific learning disability and despite his enormous I.Q.  could spell few words correctly, would we deduct points from all of his  assignments and tests, ruining his grade average and self-image in order to  defend our equal standards?