Abstract
This is a response as to how my involvement with the Gifted and Talented Programme initiated by Bath and North East Somerset made me reassess my living educational values and beliefs, thus influencing my delivery and provision for the students with social, emotional and behavioural difficulties with whom I work. As I consider the issues implicit within this statement I am aware that many will be bewildered by any connection between gifted and talented students and students with social, emotional and behavioural difficulties (SEBD). I, too, find it hard to think in terms of highly motivated able, gifted and talented students when I look around the SEBD provision within which I spend on average 10 hours five days a week! However, ‘Higher Standards, Better Schools for all’ (White Paper, 2005) clearly sets out the government’s ambition for every student – they should have the right personalised support to reach the limits of their capabilities – and later states, ‘We will legislate to prescribe curriculum entitlements for learners aged 14–19.’ My methodology for this enquiry is a narrative style of methodology (Clandinin, 2007) I feel strongly that in shaping and telling my story I am continuing to understand and learn from my own educational journey as well as clarifying it to readers. Constructing the story turns tension into attention, and telling the recognised narrative expresses intention.
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