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Gifted and talented students do not need gifted schools

Introduction

Gifted and talented students are those minority groups of society that are naturally born

having individual characteristics, which are meant to be different from the majority; otherwise

their existence ceases to exist. The debate as in whether there should be gifted schools for this

minority group of not is debatable. This research aims to shed light on the issue and establishes a

fine line as in why gifted students are not depended on gifted schools.

Discussion

As a matter of fact, gifted students represent the minority of population; these are the

children who have high level of innate ability, in any of the human domain, which keeps them in

top 10 percent of their age peers (Colangelo e al., pp. 133-135). It has been proved that gifted

talent does not guarantee them success in life, for there are number of factors that are

accountable and helps them nurture their natural talent. Over the time a notion has been raised

that it is mandatory that gifted children need gifted schools, in terms of providing them special

procedures, theories and practices. Without which gifted children cannot unleash their true

potential.

However, research has proved that the issue of gifted children is far beyond the

academics. For instance, they need social and moral support from their home and society and

beyond that there is dire need to not to treat them equally as those of the other students on the

basis of fair treatment. It is highly essential to recognize their individual differences, which is
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contrast to social equality that believes in providing equal treatment to all. But in this case, the

nurture of this special segment of society needs segregation (Siegle, pp. 58-63).

Although, there are many specialized schools that are designed to facilitate gifted

students, but on the other hand this is also a fact that gifted students can be unearthed from any

schools. In fact, gifted students never depends on what schools facilities provide them, they

do whatever they and want and naturally come out as gifted students. For instance, Bugai (p. 12)

has listed down five approaches, as the needs of gifted and talented students and none of them

have been related to gifted schools. The author puts more emphasis on the social and

psychological side than on the modus operandi of the schools to teach them.

Opponents of this view believe that gifted schools are paramount to unleash the real

potential of gifted students. In this regard, there is a research that established the role of virtual

learning lab in the middle school. According to Swan et al. (pp. 294-295) provision of virtual

learning labs that works on online basis are a great implement to provide accelerated growth

opportunities to the middle schools students that those brick-and-mortar public schools.

However, that is an implemented and should not be mingled schools that are specifically

designed for the gifted students that stand as an individual entity. The provision of virtual

learning lab, by and large, can be implemented in any other public school with the provision to

use it for gifted students. This never justifies the reason why gifted schools need to be created.

Conclusion

Summing up, the debate whether there should be gifted schools for gifted students or not

has greatly been solved from the above research. The research proves that gifted students have

minimal needs to thrive and those are far from the academic ones. Specially, the core things this
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segment of population needs is social acceptability of individual difference and social and moral

support from the family and society. Although, there are certain students that views that gifted

schools are necessary for gifted students, like the one discussed above pertaining the

establishment of virtual learning labs. However, the point is, those labs can are different from the

schools that are completely designed for gifted students, and the labs can be established in public

schools and the only thing needed is acknowledging their individual difference.
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Works Cited

Bugaj, Stephen J. "5 Approaches To Address The Needs Of The Gifted And Talented." New

Teacher Advocate 23.1 (2015): 12. Education Research Complete. Web. 4 Feb. 2016.

Colangelo, Nicholas, and Susannah M. Wood. "Counseling The Gifted: Past, Present, And

Future Directions." Journal Of Counseling & Development 93.2 (2015): 133-142.

Education Research Complete. Web. 4 Feb. 2016.

Siegle, Del. "Dr. James GallagherS Concern For Gifted Learners Beyond Academics." Journal

For The Education Of The Gifted 38.1 (2015): 58-63. Education Research Complete.

Web. 4 Feb. 2016.

Swan, Bonnie, et al. "Meeting The Needs Of Gifted And Talented Students." Journal Of

Advanced Academics 26.4 (2015): 294-319. Academic Search Complete. Web. 4 Feb.

2016.