Most schools have special programs or teachers to help those students who struggle. My school is also fortunate to have a teacher to facilitate those students who go beyond excelling. We have an in-house teacher that works with a select group of gifted upper grade students. My district has a gifted class in a central location that serves all of the schools in the county. Students in second grade and above are allowed to attend if certain criteria are met. These programs are wonderful and I am glad that we have them. However, classroom teachers should also be doing their part to accommodate all levels of learning.
We should not assume that the low and high students are to be taken out of the class and we are left to teach to the average group. I have a kindergarten student in my room that is reading on a fourth grade level. His comprehension is also very high. Another teacher suggested that he might be able to go to first or second grade during reading time. I immediately responded, “Why?” I was dismayed at the teacher thinking that the child’s education was to be placed on anyone other than myself. I should be able to accommodate his academic needs. I have children on various academic levels in my room. Some instruction is given whole group, where everyone is on the same level, and some instruction is individualized. I realize that there are special circumstances when teachers need additional assistance. However, this student is very independent and far from being a discipline problem. My only task was to create higher level thinking lessons. All of my class could benefit from some of these type activities. So why should he be pulled from my class?
I feel that many teachers believe that they must teach their one planned lesson to all students. Those who are on a higher level will master the lesson but move no further. Those on a lower level will struggle and likely fall through the cracks. The reading class begins and the teacher pulls out the old basal reader. Everyone turns to the same story on the same page. Are we all on the same page in life? No. So why would we expect our students to be? Each student’s capability must be taken into account. It is difficult with large class sizes and the unique home lives that students have today, but it can be done. Teachers do not have to create individualized plans for each student on every lesson. However, reading and writing are two subjects that can be easily adapted to meet various learning levels.
While gifted and special educations are wonderful supplements to aid in a child’s education, let’s not forget that, as general educators, we must find a way to meet the needs of all children in our class. It is impossible to take twenty or twenty-five children and give them one label.
“I Don’t Want to Go to Gifted School!”
Ten Signs that Your Child May be Gifted
Labeling Special Education Students