Abstract
The argument that gifted children require a qualitatively different curriculum is based on the assumption that these children do not respond to boring and repetitive tasks. However, there are major problems in implementing differentiated programs due to negative attitudes toward the gifted; limited teacher expertise in certain subject areas; and lack of materials within the school. It becomes evident that all learning resources available within any community must be tapped to enrich these children. In this way, the community is encouraged to become actively involved in the enrichment of its bright children. The most important feature of community‐based groups is their ability to provide continuous programs for gifted children regardless of the prevailing political climate and funding for education. The author is grateful to the administration, staff, students and the parents’ association of Morayfield State High School for their support in offering this program.
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.
