The Doubtful Gift: Strategies for Educating Gifted Children in the Regular Classroom

Ethel King-Shaw is a professor emeritus of curriculum and instruction at
the University of Calgary.

Two educators in Selkirk, Manitoba, collaborating with many others, spent 11 years developing and refining their ideas on the nurturing of gifted students.

In establishing the background the authors give a full description of giftedness, including positive and negative characteristics and a critical appraisal of definitions. This is followed by a more in-depth look at the identification of the gifted with an emphasis on the “multiple criteria” approach. Group and individual intelligence tests and achievement tests — used cautiously — are discussed as means for initial screening, but strong recommendations are made for the additional use of more subjective measures such as evaluating work samples and a variety of sources of nominations from teachers, peers, self, and parents.

Then the question arises as to the best method of providing for gifted children. After reviewing acceleration, ability grouping, and segregation, the authors propose a flexible integrated approach emphasizing enrichment in the homeroom setting. Such a program requires supportive parents and a good teacher. The characteristics of teachers who appear to be most successful teaching gifted students have been described in detail. Rather than a system-based program, proposals are made for developing a school-based program with a variety of human and material resources.

The final section, which comprises two-fifths of the book, presents a model for programming for the gifted created by the authors but building on the well-documented ideas of recognized leaders in the field. Six main areas are emphasized: alternative learning environments, productive thought and problem solving, creativity, questioning, classroom organization, and positive self-image. In addition, there are three different approaches: teacher-directed learning, a facilitator-guided approach, and self-directed learning.

The Doubtful Gift may be an appropriate title from the point of view of what happens to many gifted students, but there is no doubt where the authors stand in their beliefs of what can and should be done. They share their years of study and practical implementation in providing a comprehensive, detailed model of their own. Based on this new model, they have included very clear descriptions of how teachers and principals might apply the strategies.

This is a well organized, informative, and instructive book that will answer many of the questions that teachers of gifted children might ask.