Abstract
AbstractIn the backdrop of India’s growing population of 1.21 billion people with diverse, multicultural and multilingual backgrounds, gifted education is yet to be part of a formal educational policy in the country. Research on giftedness in India spans across 50 years, but lacks systematic and empirical grounding. The term “gifted” in the Indian context has not been used till very recently and most Indian studies have focused on creativity. Talented children in India are recognized at both homes and schools but formal identification and nurture of giftedness is sporadic and mostly dependent whether the child has been selected for gifted programs which are far and few. The lack of adequate information and database about programs, policies, practices, and outcomes in gifted education in India make it impossible for accurate review. Through the article, the author attempts to provide an insight about India’s views on gifted education and giftedness, the challenges it faces in introducing gifted education a...
Highlights
In the backdrop of India’s growing population of 1.21 billion people with diverse, multicultural and multilingual backgrounds, gifted education is yet to be part of a formal educational policy in the country
Her research interests include talent identification and nurture, developing concepts of giftedness and enrichment programs for such students. She has authored two chapters in Gifted Education in Asia: Problems and Prospects published by IAP, USA, and International Perspectives on Science Education for the Gifted: Key issues and challenges published by Routledge in 2016
She is the principal investigator from India of two Cross Nation Studies on Teacher Perceptions on Giftedness, conducted by University of Erlangen—Nuremberg, Germany
Summary
2000–present This millennium has seen systemic changes from previous decades the way giftedness research has progressed. With the Indian Government’s growing concern for retaining talent within India by providing support to its gifted students, it is hoped that some formal national policy for employing gifted education practiced and programs will be initiated in the near future. In the absence of a dedicated national policy on gifted education in India, it becomes important to review the policies of gifted education of different countries as a starting point (Roy & Kurup, 2016) In their attempt to define gifted education paradigms to facilitate research and practice, Dai and Chen (2013) argue that a paradigm of gifted education is based on the assumptions (what), and purpose (why) underlying a programming effort as well as, how targeted students are defined and identified (who), and how services are provided (how). Citation information Cite this article as: Gifted education in India, Paromita Roy, Cogent Education (2017), 4: 1332815
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
