Abstract
Janice had been reading since she was 3 years old. Her preschool teacher told her mother that Janice didn't want to participate in many of the class activities; she just sat by herself “pretending” to read books. Since she was “slow to develop,” her teacher suggested that she delay entrance into kindergarten another year. Instead, Janie spent the next year in kindergarten at a preschool for gifted children. Janie thrived there, but where would she go for first grade?
The Smiths had visited several schools before making a decision about the best program for their bright children. One public school magnet program seemed to offer the greatest flexibility; but it was full with a waiting list. They tried a private school known for its nurturing staff, but there were so many “drill-type” activities that the children, who learned quickly, soon complained of boredom. Another school was said to offer individualization, but there was a lack of staff commitment to the concept. A friend of the family called to tell them a group was meeting to discuss the founding of a new school.
Learning excited Matt, and he eagerly looked forward to the day he could start school. What a disappointment! For 2 years his parents watched his excitement and enthusiasm diminish. Matt was sick and unhappy, and he didn't care if he went to school. Eventually Matt was chosen to participate in the district's new pull-out program for the gifted, and his teacher made a world of difference. When Matt's family discovered his teacher was planning to go to a new school for gifted children, they decided he should follow her.
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