The writers trace the development of educational provision for more able children in one county in the United Kingdom. The general approach is that of developing an all-embracing practical definition of giftedness; and seeking a collaborative approach to provision whereby the collective skills of teachers, parents and advisers are utilized.
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References
1.
c.f. The Department of Education and Science, The Education of Very Able Children in Maintained Schools, London: HMSO, 1992, p.2. This survey by Her Majesty’s Inspectorate of the then current state of provision for the Very able’ draws attention to HMl’s acceptance of the ‘context of the definitions used locally’ in schools.
2.
WhybraJ, ‘Exceptionally able children: a whole school approach’, Gifted Education International, 8, 2, pp 86–92.
3.
Education Management Information Exchange, Gifted Children: Help from the LEASjSlough: National Foundation for Educational Research, 1992.
