189 - Gifted Child Quarterly http/gcq.sagepub.com Meeting...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/001698620504900208 2005; 49; 189 Gifted Child Quarterly Statement of the National Middle School Association and the National Association for Gifted Children Meeting the Needs of High Ability and High Potential Learners in the Middle Grades: a Joint Position http://gcq.sagepub.com The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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The National Association for Gifted Children and the National Middle School Association share a commitment to developing schools and classrooms in which both equity and excellence are persistent goals for each learner. Equity refers to the opportunity of every learner to have supported access to the highest possible quality education. Excellence refers to the need of every learner for opportunities and adult support nec- essary to maximize his or her learning potential. Early adolescence is generally described as the time between ages 10 and 15. During this developmental span, young adoles- cents experience a wide range of growth rates in cognitive, physical, social, emotional, and moral dimensions. Change in young adolescents can be rapid and uneven. In addition to the diversity of development implicit in early adolescence, middle schools also reflect diversity in student gender, culture, experi- ence, economic status, interests, and learning preferences. Every middle school classroom also represents a wide array of talents. In light of the inevitable variance in middle school populations, it is critical that middle school educators develop increasing awareness of and skill necessary to address the full range of learner needs—including needs of those who already demon- strate advanced academic abilities and those who have the potential to work at advanced levels. High-ability adolescents may differ from fellow classmates in cognitive skills, interests, modes of learning, and motivation. As a result, their educational needs may also differ in some important ways from those of other young adolescents. Attending to those needs requires informed attention to both equity and excellence in all facets of schooling. I DENTIFICATION All middle school learners need educators who consistently use both formal and informal means of recognizing their par- ticular strengths and needs. In regard to advanced learners, identification requires specific plans to seek out students with advanced abilities or advanced potential in order to pro- vide appropriate educational experiences during the transi-
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

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189 - Gifted Child Quarterly http/gcq.sagepub.com Meeting...

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