The Preventive Approach to Special Education as Applied to Gifted Exceptionality: A Focus on Assessment.

Autor/in	Mohammed, Natasha
Titel	The Preventive Approach to Special Education as Applied to Gifted Exceptionality: A Focus on Assessment.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Educational Principles; Educational Strategies; Elementary Secondary Education; Evaluation Methods; Gifted; Inclusive Schools; Mainstreaming; Prevention; Special Education; Student Evaluation; Teacher Collaboration; Teaching Models; Theories + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsprinzip; Lehrstrategie; Begabter, Hoch Begabter; Inclusive school; Integrative Schule; Prävention; Vorbeugung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Lehrerkooperation; Lehrmodell; Theory; Theorie
Abstract	This paper examines the preventive model in special education and applies it to the assessment of gifted students and the delivery of educational services to them. First, characteristics of the model are identified, which include emphasis on the interaction between the learner and the environment, use of both formal and informal assessments, and integration of students in regular classrooms with a modified curriculum. When applied to gifted students, the model is seen as facilitating ongoing assessment, teacher collaboration in determining appropriate programming, and ongoing program evaluation. Strengths of the model for gifted education include better evaluation of students' domain-specific gifted-level competencies, facilitation of the decision-making process in programming decisions, identification of the student's learning preferences, and elimination of the need to define giftedness, since assessment is competency based. Disadvantages of the model include the time required for continuous assessment and its dependence on skilled teachers and resource staff. The model is compared with several other perspectives, including developmental theory, the dynamic approach, and incremental theory. Specific recommendations for gifted education urge decision-making based on competencies and not labels, use of multiple forms of assessment, use of above-level testing in domain-specific areas, and assessment of social skills. (Contains 21 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01