Abstract
Julian Whybra first suggests three broad categories of exceptional children: those gifted across a wide range of skills and subjects; those who excel in a specific subject area; and those who have gifts that lie outside the normal school curriculum. He discusses the needs of exceptional pupils under two broad headings of recognition and understanding of emotional, social and intellectual needs.
The author outlines several approaches to identification and provision for exceptionally able pupils in Essex, U.K. He suggests a multi-dimensional approach to procedures for identification with an emphasis on inclusion rather than exclusion of pupils. He suggests an equally global approach to provision, advocating a whole-school approach with a number of well-argued and practical procedures for implementation. The article includes a “mind-map” which could be usefully adopted by any school wishing to analyse and evaluate its provision for very able learners. A list of resource centres is also provided.
Get full access to this article
View all access options for this article.