Towards Inclusion and Equity
In the context of education, the concept of “gifted and talented” has long been used to identify and provide specialised support for high-achieving students. However, there is a growing debate surrounding the validity and effectiveness of this label. In this article, we engage in a discussion presented by Lambert (2010)[1]Lambert, M. (2010) “Gifted and Talented”: a label too far?, FORUM, 52(1), pp. 99-106., a principal lecturer for primary initial teacher training at the University of Wolverhampton. He challenges the traditional framework of identifying and supporting gifted and talented students. This article explores the need for a more inclusive approach that benefits all students, while critically questioning the current practices.
Lambert (2010) draws attention to the fact that categorisations such as “gifted and talented” and “special educational needs” may overshadow the importance of understanding the strengths and weaknesses of all students. He argues that a more fruitful way forward is to consider how the specialness can be embodied in all activities, using a wide repertoire of teaching strategies and fostering constant sharing of practice and reflection. This approach challenges the notion that only a select few students should receive enhanced educational provision, suggesting that it should be applicable to all pupils.
The traditional framework of identifying and supporting gifted and talented students often leads to a sense of exclusivity and inequality within the education system. Lambert’s (2010) perspective calls for a shift towards a more inclusive approach that ensures all students receive the support they need to reach their full potential. By focusing on the strengths and weaknesses of every student, educators can create a learning environment that caters to the diverse needs of the entire student population.
Critical Questions
- What are the potential negative effects of labelling students as “gifted and talented”?
- Does it create a sense of superiority or exclusion among students?
- How can teachers provide appropriate educational provisions for high-achieving students without relying on the “gifted and talented” label? What alternative strategies can be employed?
- What steps can educational institutions take to promote equity and inclusion in their approach to supporting high-achieving students?
- How can they ensure that all students have equal opportunities to excel?
The traditional framework of identifying and supporting gifted and talented students has been challenged by Lambert’s (2010) perspective. The concept of “gifted and talented” has been criticised for creating a sense of exclusivity and inequality within the education system. Lambert’s (2010) approach calls for a shift towards a more inclusive framework that ensures all students receive the support they need to reach their full potential. By focusing on the strengths and weaknesses of every student, educators can create a learning environment that caters to the diverse needs of the entire student population. However, there are still critical questions that need to be addressed such as the potential negative effects of labelling students and the alternative strategies that can be employed to provide appropriate educational provisions for high-achieving students. It is important for educational institutions to promote equity and inclusion in their approach to supporting high-achieving students and ensuring that all students have equal opportunities to excel.
Web source: Lawrence Wishart
Research Gate: Mike Lambert
Mike Lambert: LinkedIn
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References
| ↑1 | Lambert, M. (2010) “Gifted and Talented”: a label too far?, FORUM, 52(1), pp. 99-106. |
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