Toward inclusive gifted education: Rethinking and redefining the terms heterogeneity, homogeneity, exclusion, and inclusion from the perspective of school pedagogy
We welcome that against the backdrop of a recent trend toward inclusion, the field’s consideration of learner heterogeneity in the classroom has steadily increased (Schuelka et al., 2019). This trend was spurred by the demand for an “inclusive education system,” and echoed by the United Nations (Sharma, 2015). As a pedagogical-didactic reaction to this, individualization and internal differentiation have eventually found their way into schools. At the same time, international interest in supporting high-performing and gifted students increased (Dai & Kuo, 2017; Shavinina, 2009; Subotnik et al., 2019; Ziegler et al., 2018). Nonetheless, when UNICEF writes, “inclusive education means all children in
the same classrooms, in the same schools,” it refers primarily to the inclusion of children with disabilities (DESA, 2014). Like gifted children, children with disabilities have special learning needs. Yet, a pedagogical ethos seems to dominate that – with regard to inclusion – mainly focuses on the underachieving or minimally achieving student (Plucker & Peters, 2016), i.e., inclusion is primarily discussed in a deficit-oriented way. School assessment studies like PISA demonstrate that low-performing and socially disadvantaged students need better and more target support, as do students with high achievement potential (Hanushek & Woessmann, 2011; Pfeiffer et al., 2018; Rindermann, 2018). Thus far, this kind of support is offered to gifted students in predominantly exclusive settings (Kronborg, 2018; Ziegler, 2017).
In A. Rocha, R. G. Perales, A. Ziegler, J. S. Renzulli, F. Gagné, S. I. Pfeiffer, & T. Lubart (Eds.), Educational inclusion in high capacities: arguments and perspectives (p. 293 – 318), ANEIS.
Toward inclusive gifted education: Rethinking and redefining the terms heterogeneity, homogeneity, exclusion, and inclusion from the perspective of school pedagogy
Autor:in: Ziegler, A., Nunez, M., Gläser-Zikuda, M., & Stoeger, H. (2022) Erschienen in: Braga, Portugal: ANEIS Veröffentlicht: 1. Juni 2022 More DetailsWe welcome that against the backdrop of a recent trend toward inclusion, the field’s consideration of learner heterogeneity in the classroom has steadily increased (Schuelka et al., 2019). This trend was spurred by the demand for an “inclusive education system,” and echoed by the United Nations (Sharma, 2015). As a pedagogical-didactic reaction to this, individualization and internal differentiation have eventually found their way into schools. At the same time, international interest in supporting high-performing and gifted students increased (Dai & Kuo, 2017; Shavinina, 2009; Subotnik et al., 2019; Ziegler et al., 2018). Nonetheless, when UNICEF writes, “inclusive education means all children in
the same classrooms, in the same schools,” it refers primarily to the inclusion of children with disabilities (DESA, 2014). Like gifted children, children with disabilities have special learning needs. Yet, a pedagogical ethos seems to dominate that – with regard to inclusion – mainly focuses on the underachieving or minimally achieving student (Plucker & Peters, 2016), i.e., inclusion is primarily discussed in a deficit-oriented way. School assessment studies like PISA demonstrate that low-performing and socially disadvantaged students need better and more target support, as do students with high achievement potential (Hanushek & Woessmann, 2011; Pfeiffer et al., 2018; Rindermann, 2018). Thus far, this kind of support is offered to gifted students in predominantly exclusive settings (Kronborg, 2018; Ziegler, 2017).
In A. Rocha, R. G. Perales, A. Ziegler, J. S. Renzulli, F. Gagné, S. I. Pfeiffer, & T. Lubart (Eds.), Educational inclusion in high capacities: arguments and perspectives (p. 293 – 318), ANEIS.
https://www.researchgate.net/publication/361024752_Toward_inclusive_gifted_education_Rethinking_and_redefining_the_terms_heterogeneity_homogeneity_exclusion_and_inclusion_from_the_perspective_of_school_pedagogy