Might intensive scheduling for gifted students provide more flexibility and placement options to school districts? How does it affect curricular enrichment and acceleration? Does it facilitate the differentiation of instruction in the classroom? And, does intensive scheduling have a positive or negative effect on complying with state mandates?
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References
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Bugaj, S.1998. Intensive scheduling and special education in secondary schools: Research and recommendations. NASSP Bulletin594 (January): 33-39.
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