In the district included in the study, was by a registered psychologist using standardized IQ and achievement tests. Giftedness was diagnosed, by a minimum full-scale IQ score of 130 points (+/- 5 points) or a percentile ranking of 95 or greater. As a special education learning condition, giftedness required specialized accommodations and strategies in the learning setting supporting enrichment and/or acceleration in the area of the individual’s strength or strengths.
Published in Chapter:
An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys
Laurie Alisat (University of Calgary, Canada) and Veronika Bohac Clarke (University of Calgary, Canada)
Copyright: © 2017
|Pages: 27
DOI: 10.4018/978-1-5225-0897-7.ch019
Abstract
Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.