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Essay / Research Paper Abstract
8 pages in length. The definition of giftedness, as with most other global communities, has undergone a transition over time to represent a far more progressive connotation than what was originally upheld, as well as the way in which these children are taught. Historically, exceptional children were not realized to the fullest extent of their giftedness due to significant limitations inherent to testing procedures developed to measure such aptitude; with the passage of time and the realization of these restrictions, however, New Zealand's children are now more accurately identified where their propensity for giftedness is concerned. Bibliography lists 9 sources.
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8 pages (~225 words per page)
File: LM1_TLCGiftdNZ.rtf
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well as the way in which these children are taught. Historically, exceptional children were not realized to the fullest extent of their giftedness due to significant limitations inherent to
testing procedures developed to measure such aptitude; with the passage of time and the realization of these restrictions, however, New Zealands children are now more accurately identified where their propensity
for giftedness is concerned. II. NEW ZEALANDS HISTORICAL PROGRESSION The very nature of giftedness under New Zealand interpretation is one who "by nature of outstanding abilities are capable of
high performance" (Fenton, 2005). In light of this definition, it is important to note how there are variances between and among children who fall into this upper category of
ability and comprehension that serve to differentiate the way in which their education should be approached. For example, the top three percent of these children are unable to learn
from the same applications geared toward children who reside within the standard category, establishing the need to use modified learning tools that adapt to their special needs. Apart from
that factor, however, is the growing understanding of how gifted and/or talented children need not be singled out from the rest of the student population by virtue of their special
abilities. This reason, in and of itself, has enabled New Zealand to better understand the importance of mainstreaming gifted children with their standard student counterparts. By the same
token, however, is the understanding of subcategories within the main concept of giftedness - moderately, highly and profoundly - that precludes collectively grouping these three populations as being a single
entity with regard to their respective educational needs (Fenton, 2005). "Gifted and talented education in New Zealand differs from that of many other countries in several ways. First,
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