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Special Education Chapter 12 Summary

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Chapter 15 introduces facets of special education that many do not realize are a part of the special education process. When the terms talented, creative, and gifted are utilized in describing students, it is assumed that the need for specially designed programs are unnecessary. Students that possess the necessary skills that allow them to excel academically, are often encouraged to enhance their skills through gifted programs. Gifted programs, which at one time were for students who exhibited high intelligence levels are now provided for students with a wide array of talents, such as being musically inclined, possess exceptional skills in mathematics, as well as displaying elevated skills in athletics. In order to assess whether a child is gifted or not, a child’s abilities …show more content…

In the first definition of gifted, children with impressive talents in performance perform and showcase their exceptional talents at levels well beyond the capacity of peers their own age and same level of experience. The next three definitions take a look at the superior performance skills associated with giftedness in the areas of high intellectual competency, students with immense leadership qualities, and student with the capacity to eclipse others academically in specific areas. These types of capabilities are present in children from all diverse groups including economic and cultural backgrounds. Programs and services for students who possess gifted attributes are not part of the regular curriculum provide in the schools. With that being said, there has been recent data collection underway in order to assist teachers and support professionals understand the needs of gifted students and what the roles these educators will play in the progression and enhancement of these skills (Hardman, Drew, & Egan, Chapter 15,

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