Methods of providing for gifted students

Abstract

Since education of gifted students was presented as a problem, three basic methods of providing for them have been suggested: segregation (separating of gifted students into special schools and classes), acceleration (opportunity for passing more rapidly over all levels of schooling) and enrichment (provision of additional contents and activities with or instead of a regular program). The more extended the work with gifted students became, the greater complexity the provisions for their specific educational treatment developed. Today, literature offers a great number of classifications providing abundance of opportunities for gifted students within the framework of basic options, but it is evident that the relationships between them are being redefined. Analysis of segregation, acceleration and enrichment reveals similarities in their operation, therefore, three formerly strictly separated methods of providing for gifted students are separate to a lesser degree. Segregation is reduced to acceleration, acceleration presupposes heterogeneous grouping, and enrichment homogeneous grouping. Moreover, belief predominates that acceleration and enrichment must go together, so that enrichment can be effective. There is obvious tendency towards integration of all options, methods and contents intended for the gifted into continuous encouragement, so that they become integral part of school's educational offer and its immediate environment

Od kada je školovanje darovitih učenika postavljeno kao problem ponuđena su tri osnovna načina za rad sa njima: segregacija (izdvajanje darovitih učenika u posebne škole i odeljenja), akceleracija (mogućnost bržeg prolaženja kroz sve nivoe školovanja) i obogaćivanje (obezbeđivanje dodatnih sadržaja i aktivnosti uz ili umesto redovnog programa i nastave). Kako se uvećavao rad sa darovitim učenicima, tako su se usložnjavali i pojavni oblici njihovog specifičnog obrazovnog tretmana. Danas se u literaturi mogu naći brojne klasifikacije sa obiljem mogućnosti za darovite učenike u okviru osnovnih oblika, ali se jasno može uočiti i redefinisanje odnosa među njima. Analiza segregacije, akceleracije i obogaćivanja otkriva sličnosti u njihovom funkcionisanju, pa se tri ranije precizno razdvojena oblika rada sa darovitim učenicima mnogo manje razdvajaju. Segregacija se svodi na ubrzavanje, ubrzavanje pretpostavlja heterogeno grupisanje, a obogaćivanje homogeno grupisanje. Šta više, preovladava uverenje da ubrzavanje i obogaćivanje moraju da idu zajedno da bi podrška bila efikasna. Vidljiva je i tendencija da se svi oblici, metode i sadržaji namenjeni darovitima povežu u kontinuiranu podršku i postanu integralni deo ukupne obrazovne ponude škole i njenog neposrednog okruženja