Rationale for Choices
The reason behind why I chose my first post was because the topic of “Why and should gifted education exist” enabled me to find more evidence in the weekly readings to support my decision- which was yes. The reason for my position was this- from my prior knowledge of what giftedness was, I saw the gifted population as a specialized population. And just like educators pay close attention to other specialized students (LD, ADHD, ELL) I felt that gifted students and education should be considered equally significant. Every child that enters a classroom has various needs that we as educators strive to meet every day, and I wanted to make it very clear that gifted students are no different. However, as I was doing the readings for this topic, I am to other realizations of why gifted education should exist. The article from Borland (2013) really enabled me to look deeper into what “proper education” was in gifted education. To be honest, I really was not able to wrap my head around Borland’s statement that the ultimate goal of gifted education was “proper education” of gifted students and not the creation of programs. I had previously read a chapter in the book by Callahan & Hertberg-Davis (2013) entitled “Defensible Curriculum for Gifted Students” and after reading that, I was sure that designing and creating effective programming was essential in meeting the diverse needs of gifted students. So I found myself challenging the question of “What is proper education then if it does not require creating programs to meet the needs of gifted students?”
I also chose this post because it enabled me to look deeper into this ongoing debate about the consensus of gifted education. Borland (2012) stated that, “intellectual disagreement and debate are healthy signs in any discipline or field of practice” (p. 78) and there needs to be more of a common ground. I found myself realizing that since there is yet to be an agreement on what accounts for giftedness, identification, and programs from educators, administrators, school districts, stakeholders, and even psychologists, I feel that this gives reason why gifted education exists currently. Lastly, I wanted to make it clear that in my opinion, eminence should not be why gifted education should exist. What the gifted student expects from themselves is way more important than what society expects from them. I feel this post highlighted my thoughts about what issues are enabling gifted education to remain existent, and that educators meeting the needs of students was the goal of why is should exist.
The reason why I chose the second post was because it was the perfect post to allow me to look deeper into the question that I challenged against Borland’s (2013) statement. It enabled me to gather evidence and see if perhaps this new curriculum redesign would merit what accounts for “proper...