Abstract
This article addresses the following important questions regarding differentiation: What does it mean? What does it include? How is it implemented? Who receives differentiated experiences? Why does differentiation appear to be associated dominantly with gifted education? The author describes an introductory course of study that details objectives and experiences for gifted students who have been newly identified or who are continuing members of the gifted population.
Get full access to this article
View all access options for this article.