The paper "Acceleration And Ability Grouping Among Academically Gifted Students" is a wonderful example of a report on education. Exceptionally intelligent children are different qualitatively as compared to their peers and more often than not are under-challenged and socially isolated in the classroom. Studies on educational options for these gifted children indicate prevailing programs being effective. Little funds have been allocated on gifted children education and special program education distribution varies greatly, with places that are not urban and children who are disadvantaged being the least likely to benefit from special services and with the greatest known option being settled for being the weakest-the pullout program.
Students who are exceptionally gifted face a number of challenges in an ordinary class. They are usually ostracized as being weird and unique in addition to being referred to as geeks and nerds. Moreover, they face the imminence of boredom owing to the absence of an appropriate level of challenge. According to Colangelo and Davis (2003), teachers on many occasions make very small accommodation to the exceptionally gifted children's needs and may possess scant or no special training on how to teach such kinds of children.
An exceptionally gifted child when placed in a regular classroom he may not get the chance to learn with other children who have the same qualities. When such classrooms have been scrutinized it has been noted that the exceptionally gifted students generally have been inattentive and bored. Ability Grouping and Acceleration are two methods of intervention that possess benefit that is significant to students who are intellectually gifted and are to great extent advocated for by research both from overseas and in Australia.
Despite the evidence that is overwhelming that supports the positive contribution of these procedures, both are underutilized in Australia basically due to the perception that is negatively held by professionals in education and the community as a whole (Colangelo & Davis, 2003). Ability Grouping Ability grouping is the action of putting students into groups basing on comparable needs and skills, or similar capability in a specific activity or subject. Whereas acceleration moves the exceptionally gifted child between otherwise classroom environments that is normal, Ability grouping entails the modification of the classroom itself with the purpose of meeting the exceptionally gifted child needs.
Ability Grouping has elicited a mixture of emotions just as Acceleration. With an environment that is full of emotions, it is very likely to be forgotten that the techniques are extensively utilized: children are grouped together depending on their chronological age assuming that children who fall in the same age bracket possess a similar ability (Vialle & Geake, 2002). This turns out to be a challenge when the mental age of the child is substantially below or above their respective chronological age.
Vialle and Geake (2002) argue that an analogy is used of a planet where children are put into groups for instruction depending on their height; if it happens that one is very short he will most likely spend his entire school life in a classroom with people who may be several years younger than him. Some teachers are so scared at the possibility of a child being subjected to such a severe misplacement of grade, on such a criterion that is inappropriate, that they find it challenging to get involved in the task.
It is surprising this is the same treatment that education system subjects to the intellectually gifted students on a daily basis.