02958oam 2200649I 450 991082469240332120240402015836.01-134-15465-81-138-17591-91-315-07009-X1-134-15458-510.4324/9781315070094 (CKB)2550000001181786(EBL)1581859(SSID)ssj0001159225(PQKBManifestationID)11628082(PQKBTitleCode)TC0001159225(PQKBWorkID)11113468(PQKB)10259123(MiAaPQ)EBC1581859(Au-PeEL)EBL1581859(CaPaEBR)ebr10823867(CaONFJC)MIL561812(OCoLC)866446821(OCoLC)868927397(FINmELB)ELB131037(EXLCZ)99255000000118178620180331e20122002 uy 0engur|n|---|||||txtccrGifted & talented learners creating a policy for inclusion /Barry Hymer with Deborah Michel1st ed.London ;New York :Routledge,2012.1 online resource (128 p.)"First published in Great Britain in 2002 by David Fulton Publishers"--T.p. verso.1-85346-955-6 1-306-30561-6 Cover; Title; Copyright; Contents; Acknowledgements; Foreword; NACE Mission Statement; 1 Overview; 2 Who is gifted? Issues around models and definitions of giftedness; 3 Who says she's gifted? Issues around identification strategies; 4 On becoming wise: The 'trans-intellective' domain; 5 Teaching for giftedness and talent: Examples of inclusive provision; 6 Getting it together: Policy formulation and delivery; 7 Support and further reading; References; IndexThis book sets out the educational challenges, benefits and possibilities of embracing a truly inclusive approach to gifted and talented education and provides a framework for a school to create its own inclusive policy in this area of need. Calling on international research, current educational initiatives, and work within the Barrow Education Action Zone (EAZ) and elsewhere, the authors set out to demonstrate that the inclusion and standards agendas can - and should - take with them the growing interest in the educational needs of gifted and talented pupils. The result is a Gifted and talented learnersGifted childrenEducationGreat BritainInclusive educationGreat BritainGifted childrenEducationInclusive education371.950941Hymer Barry.987521Michel Deborah1702331MiAaPQMiAaPQMiAaPQBOOK9910824692403321Gifted & talented learners4086782UNINA