Educating the gifted child / edited by Robert M. Povey

Contributor(s): Material type: TextTextPublication details: London, United Kingdom : Harper & Row Publishers, Inc., c1980Description: xiii, 250 pages ; 22 cmISBN:
  • 63181339
Subject(s): LOC classification:
  • LC 3997 .G7 1980
Contents:
Part I. Research and practice in the education of gifted children -- Part II. Technique and strategies in helping gifted -- Part III. Individual case studies of gifted children.
Summary: Who are the children with special educational needs? When educators are considering this question the gifted often remain on the periphery of their deliberations. The 1978 Warnock Report on children with Special Educational Needs, for example, specifically excludes the gifted from its terms of reference. Similarly, the views of many teachers can be summarized by the phrase (DES, 1977): "They can quite well look after themselves'. Unfortunately, in this rather arid educational climate gifted children-all too frequently do not look after themselves. Their budding promise fails to blossom and they become, as Suzanne Wiener put it in a Times Educational Supplement review article (11 February 1977), 'victims of benign neglect [drifting] rudderless in a sea of conventional teaching'.
Item type: Books
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Holdings
Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Graduate Studies General Circulation Gen. Ed - CEAS GC LC 3997 .G7 1980 (Browse shelf(Opens below)) c.1 Available NULIB000012738

Includes bibliographical references and index.

Part I. Research and practice in the education of gifted children -- Part II. Technique and strategies in helping gifted -- Part III. Individual case studies of gifted children.

Who are the children with special educational needs? When educators are considering this question the gifted often remain on the periphery of their deliberations. The 1978 Warnock Report on children with Special Educational Needs, for example, specifically excludes the gifted from its terms of reference. Similarly, the views of many teachers can be summarized by the phrase (DES, 1977): "They can quite well look after themselves'. Unfortunately, in this rather arid educational climate gifted children-all too frequently do not look after themselves. Their budding promise fails to blossom and they become, as Suzanne Wiener put it in a Times Educational Supplement review article (11 February 1977), 'victims of benign neglect [drifting] rudderless in a sea of conventional teaching'.

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