Abstract
When a child is assessed as potentially gifted, parents are often presented with a bewildering array of contradictory situations. Teachers, principals, psychologists, reference books and the media may present very different ideas as to the best way to meet the needs of such children.
Parents need to be aware of the educational, ideological and political motives which underlie the various viewpoints, and to identify their own motives and aspirations regarding their exceptional children.
Teachers need to be aware of these same motives, and of the wider implications for both society and exceptional children, of the programmes they institute, support and undertake. There is disagreement on the best procedure to follow; ideas and programmes from other countries are not always appropriate to New Zealand.
By informing themselves more fully, and clarifying their own aims, both parents and educators may be able to better justify claims for fair and appropriate provisions for children with special abilities, and make better use of their limited freedom of choice.
Get full access to this article
View all access options for this article.