Gifted and Talented Policy College

GIFTED AND TALENTED POLICY 12

Giftedand Talented Policy

College:

Handlingtalented students is difficult. Moreover, the individuals often havetrouble in the learning process. Extraordinary abilities come withgreat rewards in the society hence, such students begin to thinkabout the social and financial success that they will have uponpursuing their talents at early ages. On many occasions, however,their abilities overwhelm them to the extent that they findthemselves failing to concentrate on social matters (Rogers 2011,p.45). However, the government has put in place policies that guidehow the learners should be handled in school. The gifted and talentedpolicies offer a compressive guideline on the way learning andbrilliance should be managed (Smithers 2013, p.6).The learners deserve a chance to go through an advanced educationsystem, as it is beneficial to them.

Definition

Thegifted and talented students are individuals who exhibit brilliantacademic, intellectual, art and sporting capabilities and may beeligible for special instruction (Roberts 2014, p.12). The gifted andtalented policy is a provision of the government of the UnitedKingdom. It offers guidance of nurturing the skills of the talentedstudents. The policy is in line with the improved schooling andlearning for all (Board et al. 2015, p 56). It demonstrates theGovernment’s objective that every learner, including, the mostcapable, talented, struggling, and standard students, must have theright to personalized support to achieve the limits of their ability(Board et al. 2015, p 56). For the talented and brilliant students,this translates to an improved assessment as well as test in eachclassroom and school with opportunities to better their specifictalents, both in school and in the society (Knowles 2011, p. 4).

Misconceptionby the Government and Teachers

Thegovernment and teachers have misconceptions about the gifted andtalented students. A common delusion that is shared between the twois that the pupils do not need a special curriculum (Roberts 2014,p.2). Nevertheless, there is a great need for the customization ofthe curriculum to fit the specific requirements of the children. Inaddition, teachers and the government think that the children aregenius, but the students just possess the unique capability to docertain things beyond the common expectations (Roberts 2014, p.2).These misconceptions have been hindering the education reform tofacilitate comfortable inclusion of the individuals in regularlearning environment.

CurrentStatus of Schools Regarding the Talented and Gifted Policy

Differentschools apply the rule differently. In most of the best institutionsthat were surveyed, the needs of talented and gifted students weremet alongside those of the other students. In such institutions,progress for all policies gives a chance for their students with highabilities to develop (Alexander 2011, p. 348). Most schools have arule that caters for the students with extraordinary abilities, butmany of them are generic versions from either their rivals or thelocal authorities (Roberts 2014, p.2). Consequently,the policies are not efficient in transforming the performance of allchildren. Moreover, when the children were questioned, they revealedthat the curriculum was simple hence, they requested for morechallenging tasks (Knowles 2011, p. 21). Also, schools indicatedthat they had not engaged fully with the student’s parents to aidthem in understanding the needs of their children, as well as helpthem in making the right choices (Alexander 2011, p.348).

Benefitsof the Talented and Gifted Policy

Inthe contemporary world, talents and gifts have proven to be excellentsources of income. For instance, a brilliant football player who isjust 19 years old can make more money in five years than a medicaldoctor would ever earn in his or her entire career (Hannonet al. 2013, p. 16).This is also true to other sectors such as the art and music. Besideshaving talents, these students need to go to a school where they canacquire knowledge about social life, ethics, and morality (Hayes2012, p. 20). These aspects are crucial to any human being becausethey determine the way such learners relate with others within thecommunity. Further, without formal education, one might not know howto utilize the money he or she is remunerated (Roberts 2014, p.65).

Besidesgiving guidelines concerning the way talented students shouldapproach the learning process, the policy also provides teachers witha mandate to discover the gifts in children. According to the policy,teachers are required to engage students in some activities thatinclude sports, music, and any other co-curricular activity thatwould lead to students discovering what they can do best (Ofsted2015). For instance, during interschool sports, a student can displaygreat prowess in a given game. Subsequently, the learner should beguided towards sharpening his or her skills in that particular sport.While doing this, teachers should inform the students on thesignificance of education as well (Hayes 2012, p. 40).

Provisionsof the Gifted and Talented Policy

Thetalented and gifted policy has many provisions. First is that theschool communities have the responsibility to identify brilliantstudents. Most of them are willing to display their skills in schoolrather than at home. Second, learning institutions have the task topromote home-school partnerships to support students withextraordinary abilities (Board et al. 2015, p 46). Parents requireunderstanding what goes on in their children’s life. Third, schoolsshould provide opportunities to observe and assess programs for thetalented and gifted students (Board et al. 2015, p 45).Fourth,educators should support the exceptional and bright students inclass. Fifth, teachers have the responsibility to implement a varietyof instruction strategies for such learners. These schemes shouldmajor on the inclusion of the students in the common teachingcurriculum(Roberts2014, p.22).Sixth, a school should be able to provide a platform that will ensurethe incorporation of more than two schools regarding these studentsif necessary (Board et al. 2015, p 46). Some of its talents need thecoordination of more than one school. Seventh, academic institutionshave an obligation to provide relevant professional trainers to coachthese students within the school (Board et al. 2015, p 47). Lastly,the director general has a duty to account for the execution of thisgovernment strategy (Wyseet al. 2013, p.10).

Allthese provisions serve to ensure that talents and gifts are nurturedin students. The two aspects are essential to the society in manyways. In sports, for instance, students can engage in a variety ofactivities that would bring glory to both his or her school and thecountry (Hayes 2012, p. 12). The nation needs athletes who cancompete in Olympics, footballers who can play in the World Cup andfighters who can contest in boxing events (Roberts 2014, p.65). Thisdoes not only bring glory to the country or school, but also serve asa good source of income to the participants (Hayes 2012, p. 17).Other fields that are crucial to the society include the art andmusic. Art is responsible for the creation of magnificent paintingsand carvings that are held by particular states as national assets.Without nurturing of these gifts, artists cannot discover theirunique ability (Board et al. 2015, p 56). Besides, music is vital tothe society since the talented and gifted singers entertain peoplewith performances. Most musicians start to sing at an early age, andit takes good policies to ensure that such gifts are developed toexcellence therefore, it is pertinent that students with talents andgifts are provided with a platform to practice their unique abilities(Roberts 2014, p.65).

AcademicTalents and Gifts

Talentsand gifts can also manifest in academics (Roberts 2014, p.27). According to the school definition, the gifted and talented terms areused to refer to kids who have the capacity to achieve significantlyregardless of their ages (Roberts 2014, p.22). This presents anotherform of an endowment that should be fostered in schools. Mostly, theparents prefer that they are educated in a class of a higher level.According to the education policy concerning the group, theinformation of the learners should be recorded on an officialinstitution census (Wyse et al.2013, p.8). This information is then transferred to a nationalregister for the government use. The provision also gives power toteachers to give advice to parents regarding their children, but thegovernment does not particularly support the program. However, theindividuals need to be educated under the special needs program,which is not the case. The fact that they have extraordinaryabilities disqualifies them from the group of special needs students(Roberts 2014, p.22). Regardless of this, schools take money fromother departments to take care of the provisions of the policy.Training and learning in an institution may be measured by theachievements of the gifted pupils.

Examplefrom Queen Boudica Primary School

QueenBoudica Primary school has implemented this policy entirely. In theinstitution, the policy targets recognition of the privileges ofchildren with high ability. As Rogers(2011, p.21) suggests, themajor aim of the rule is to ensure that children receive theeducation that matches their abilities. Pupils are identified to betalented in many areas such as sporting ability, performing arts,leadership skills, and general intellectual ability (Rogers2011, p.22).Teachers in the school have the responsibility to identify thesetraits in the students. The institution, in turn, seeks to provide animproved curriculum to the learners. Teachers in all the courses giveenhancement/extension exercise as part of the usually differentiatedstipulation. Additionally, working with others of similar ability atcertain times is highly encouraged. Knowles (2011, p. 9) adds thatthe policy has many positive effects on the school because studentscan receive whatever treatment they might require. Moreover, theschool can accommodate all kinds of students. However, the strategyhas one negative effect to the school, which is the introduction ofdifficulties in the curriculum development because of the differentneeds of students.

ParentsInvolvement

Anotherkey point is the consistent engagement with parents. Many teacherslack the conviction that it is crucial to make different provisionsfor the talented students. They believe that by doing so, it amountsto ignoring the needs of the rest of the pupils (Hayes 2012, p. 67). Many of the children identified as gifted and talented know that theexercise results in extra activities and more work than the standardlevel of challenge within classes. Consequently, they feel that theirviews were not sufficiently sought and addressed by their school.This is the point where the parents are forced to come in and decidethe best option for their children because they might not be sureconcerning what they want (Hayes 2012, p. 67). Besides, parents canthen decide whether teachers can challenge their children’scognitive development further by either skipping some classes or bytaking them to a more advanced institution (Hayes 2012, p. 69).

Roleof Government

Thegovernment has a crucial role in this setting. It ensures that itsintended catalog of opportunities improve countrywide provision forexceptional and endowed student’s education is intact. Thisascertains the children’s education gets better and meets the needsof all schools and parents. It should also help the neighboringauthorities to allocate the most suitable training resources to theacademic centers (Board &amp Tinsley 2015, p.37). Secondly, thegovernment should guarantee that local authorities are involved inthe plans, through discussion between School development associatesand schools. This will hold schools more accountable for the effectsof their stipulation for exceptional and talented children. Thenational government serves as a moderator to all the learningfacilities in the country (Sherrington 2013, para. 9).

School’sRole

Schoolsalso have a crucial responsibility in implementing this policy.First, they should focus on subsequent teaching based on personalneeds of all children, including the gifted and the talented (Board &ampTinsley 2015, p.37). Second, they need to draw views from thechildren and listen more keenly to what they say about theireducation and act on the findings (Board &amp Tinsley 2015, p.37).Third, they ought to connect parents and careers more fruitfully byhelping them to appreciate the stipulations made for the gifted andtalented children. Fourth, they should use recent findings to advancethe provision, particularly through collaborations, partnerships, andclusters of schools. Fifth, they need to give lead coordinators andteachers enough power and accountability to enable them to guide thepractice to the level considered the best, as well as explore theopportunities for better provisions entirely (Board &amp Tinsley2015, p.38). Lastly, the schools are supposed to make sure that theprocesses for audit and evaluation affect the provision of gifted andtalented policy (Alexander 2011, p. 351).

Roleof Local Authorities

Lastly,the local authorities also have a task to perform. Firstly, they holdschools more accountable for the impact of their provision for giftedand talented pupils. Secondly, they support the best practicelocally and regionally by sharing openly with individual learninginstitutions as well as well as groups of schools regarding whatworks well. In addition, they share how schools can have access toappropriate resources to accomplish the task (Knowles 2011, p.21).Thirdly, with the prudent training, they should help schools to setup clearer indicators of what gifted and talented pupils at differentdevelopment stages should be and evaluation of improvement across keystages (Board &amp Tinsley 2015, p.40).

Thegifted and talented education policy should work comprehensively tohold the affected students successfully. Many schools lack enougheffort to sustain the most talented students. For instance, Board andTinsley (2015) found that the students who attended different schoolsended up utilizing their potentials in a very different way. In themost successful on- selective schools, learners with high abilitiesthrived. The institutions provided a challenging curriculum andensured that education was always excellent and of the best quality.On the other hand, students with high abilities ended up failing toexploit their full potential when they joined selective schools(Board &amp Tinsley 2015, p.37). The students’ capacity shouldstart being stretched as soon as they join the schools, and theexercise should continue throughout their stay. The practice ensuresthat they end up in triumphant allocation to the best institutions ofhigher education, as well as employers

Conclusion

Inconclusion, the government policies on the gifted and talentedchildren are very pertinent to the learning process. Typically, thecurriculum does not adequately accommodate the needs of such students(Hayes 2012, p. 35). Each child with special abilities has his or herspecific qualities. Therefore, it was difficult to formulate aregular curriculum for all talented students. However, specificschools should develop gifted and talented children’s curriculumdepending on the specific requirement of that child. In thisendeavor, parents and guardians should not be left out because theyalso play a major role in the cognitive development of their children(Hayes 2012, p. 33). Due to the emotional and social challenges thatoften affect these learners, experienced educators and counselorsshould guide them concerning the ways they relate to their friendsand the society. A proper implementation of these policies willensure that the education processes caters for children with specialabilities ranging from academic to co-curricular activities (Board &ampTinsley 2015, p.37).

Bibliography

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