Education for the Gifted.

The Ministry of Education for Ontario and Canada contains laws that outline principles, policies and procedures required for the education of students. Since, 1980, the Ontario Education Act has made school boards responsible for providing appropriate education for all students, including those that are gifted . In the Act, a gifted student is defined as "a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he is considered to need placement in a special education program" (Ontario Education Act, 1980, s. 1, (1) (21) IN Goguen, 1989). The "special education program" is defined as one that is "based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil" (Education Act, 1980, s. 1 (1) (63) IN Leroux, 1990). However, as late as 1980, there was little support of facilities for the gifted (Borthwick et al, 1980). And in fact, has not changed for the nation ten years later.

In a research study conducted by Leonard Goguen (1989), Ministry officials of four provinces (Newfoundland, Prince Edward Island, Manitoba and Yukon) reported that there are no specific policies or procedures on gifted education. According to Prince Edward Island, the following are described as practices that help gifted students: well-stocked school libraries, provision in senior high school of enriched courses, permission to enroll in more than the average number of courses, and early admission (from grade 11) to the University of Prince Edward Island (Goguen, 1989). Five other provinces (Nova Scotia, New Brunswick, Quebec, Alberta, British Columbia and the Northwest Territories) reported that although there are specific Ministry-level administrative policy statements on education of gifted children, there is no legislation. Only the two remaining provinces, Ontario and Saskatchewan, have specific legislative statements and Ministry policies on gifted education to guide school boards and assure delivery of prescribed services. Considering for Canada, education is a provincial government responsibility, these facts are sad and in immediate need for readjustment. There are various reasons why fewer educational provisions have been made for gifted children. Many believe that these specific circumstances pose problems and nuisances for a school system (Leroux, 1990), especially when considering that the general education classroom is organized the most cost-effective way (Taylor et al, 1995).

"There are a number of reasons why fewer educational provisions have been made for gifted and talented children. All agree with the notion, to some degree, that the "cream will rise to the top" despite difficulties or lack of environmental support (Galton, 1869 IN Winzer, 2002). Gifted students typically d well in school, easily meet age-grade-levels for achievement, tend to be well behaved, and create few classroom disturbances. They demonstrate no immediate problems that can sere as a basis for an emotional appeal for special services. The child with outstanding abilities rarely arouses the same level of concern as the handicapped child. Gifted and talented children are not perceived as suffering from social stigma or unhappiness. Indeed giftedness is considered highly desirable and is seen as advantageous to social status and so there is no need to help children who already might jeopardize the principle of a democratic education creating an alienation from the school population" (Winzer, 1987)

Funding, willingly ceded to children functioning below the norm, has been only grudgingly allowed to those with superior abilities. Compared to that for children who are disabled, education provided for those who are gifted and talented has been a very small-scale enterprise." (Winzer, 2001)

The basic educational goals for gifted and talented children are the same as for all other students: to develop their abilities in ways consistent with their personal needs and the in best interests of society.

To reach their full potential, children who are gifted, creative and talented must be confronted with suitable challenges and stimulating educational experiences. The provision of these special services to the gifted population has always has been a difficult undertaking that poses many complex issue and problems for educators. A great deal of professional skill and sensitivity is required to identify the special needs for gifted students, while the development of appropriate programs taxes the skill, resourcefulness, and empathy of teachers as they walk a tightrope between equity and excellence. Administrators must balance economics with pedagogy.

Canada's greatest resource is not oil, or gas, or timber - it is our gifted and talented children. Our greatest failure could be our general blindness to this fact (Gutteridge, 1980).

References

Borthwick, B., Dow, I., Levesque, D., & Banks, R. (Eds). (1980). The gifted and talented students in Canada: Results of a CEA survey. Toronto: The Canadian Education Association.

Goguen, L. (1989). The education of gifted children in Canadian law and ministerial policy. Canadian Journal of Education, 14, 18-30.

Galton, F. (1869). Heredity genious: An enquiry into its laws and consequences. IN Winzer, M. Children with exceptionalities in the Canadian Classroom. (p. 312-313). Toronto: Prentice Hill.

Winzer, M. (2001). Children with exceptionalities in Canadian classrooms (6th edition). Toronto: Prentice Hill.