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101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aGifted & talented learners $ecreating a policy for inclusion /$fBarry Hymer with Deborah Michel
210  1$aLondon ;$aNew York :$cRoutledge,$d2012.
215   $a1 online resource (128 p.)
300   $a"First published in Great Britain in 2002 by David Fulton Publishers"--T.p. verso.
311   $a1-85346-955-6 
311   $a1-306-30561-6 
327   $aCover; 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; Index
330   $aThis 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 
517 3 $aGifted and talented learners
606   $aGifted children$xEducation$zGreat Britain
606   $aInclusive education$zGreat Britain
615  0$aGifted children$xEducation
615  0$aInclusive education
676   $a371.950941
700   $aHymer$b Barry.$0987521
701   $aMichel$b Deborah$01487606
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910790701903321
996   $aGifted & talented learners$93707570
997   $aUNINA