Teaching The Gifted In An Inclusion Classroom

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As our educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom. Inadvertently, instructional time and resources are often taken away from our gifted children. Jam-packed with very successful ideas and activities that the author has used in her 37 years of teaching gifted students, this resource guide contains field-tested activities that have excited and worked for all educational levels. It offers educators and parents the best of all worlds, containing educational activities and competitions not just for the gifted child, but for all children.

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Editorial Reviews

Callard-Szulgit provides teachers with activities for children to pursue when they have finished assigned work or need some relief from tedium. Many of these activities could also be organized at home by parents. Recommended.
Callard-Szulgit provides teachers with activities for children to pursue when they have finished assigned work or need some relief from tedium. Many of these activities could also be organized at home by parents. Recommended.
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Product Details

  • ISBN-13: 9781578861859
  • Publisher: Rowman & Littlefield Publishers, Inc.
  • Publication date: 3/1/2005
  • Edition description: New Edition
  • Pages: 176
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.60 (d)

Meet the Author

Rosemary Callard-Szulgit, EdD is an adjunct lecturer at the State University of New York, College at Brockport, where her courses on Teaching the Gifted K-12, Teaching Writing K-12, and Teaching Reading K-12, have become very popular and highly respected. Dr. Callard-Szulgit has a staff development consulting business, Partners for Excellence (www.partners-for-excellence.com), in Rochester, NY and Phoenix, AZ. She is the former facilitator for Gifted and Talented, K-8, in the Webster Central School District, a suburb of Rochester, NY and she continues to have articles published dealing with the education of gifted children.

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Table of Contents

Part 1 Preface 2 Introduction Chapter 3 1. Accelerated Reader Chapter 4 2. Angels in Action Chapter 5 3. Brainstorming Chapter 6 4. Bringing Shakespeare's Meter Alive Chapter 7 5. The Callard-Szulgit Star Excellence Chapter 8 6. Cloze Chapter 9 7. Creative Problem Solving (CPS) Chapter 10 8. Diversity of Life Chapter 11 9. Finding Forrester Chapter 12 10. Fostering Brilliance Chapter 13 11. Four Popular Questions with Commonsense Solutions Chapter 14 12. Future Problem-Solving Program Chapter 15 13. Hearing the Song without Right or Wrong Chapter 16 14. I Am Poems Chapter 17 15. The International Baccalaureate (IB) Diploma Program Chapter 18 16. Let's Get Real: National Academic Competition Chapter 19 17. Little Man Tate Chapter 20 18. Lunch Bunch Chapter 21 19. Math Question of the Day, or "MQ of D" Chapter 22 20. Mindbenders Chapter 23 21. Modifying a Thesis: Watching One Idea Evolve into Something Else Chapter 24 22. National Geographic Bee Chapter 25 23. Newbery and Caldecott Award-Winning Books Chapter 26 24. Place-Value Games Chapter 27 25. The President's Fitness Challenge Chapter 28 26. Project Success Enrichment Chapter 29 27. Reading Counts: Book Talk Chapter 30 28. School-Related Studies (SRS) Chapter 31 29. Scripps National Spelling Bee Chapter 32 30. Speak to Me about Being Gifted... Chapter 33 31. SQ3R Chapter 34 32. The Stock Market Game Chapter 35 33. Survivor in English 7 Chapter 36 34. Tiny Worlds Chapter 37 35. Web Quests and the Gifted Chapter 38 Appendix A: Professional Associations and Advocacy Groups Chapter 39 Appendix B: Contests Chapter 40 Appendix C: Grants and Awards Chapter 41 References and Recommended Reading Chapter 42 About the Author

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  • Anonymous

    Posted November 20, 2004

    Thank YOU, Dr. Callard-Szulgit

    As a teacher, I understand only too well, the demands and back breaking tasks of teaching in an inclusion classroom. When will we ever learn that what works for the gifted, works for all, and train/help teachers accordingly? Thank you, Rosemary, for understanding and helping us. Finally we're starting to get it right!

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