This resource helps practitioners identify gifted and talented pupils, resolve underachievement, develop strategies for gifted and talented pupils, and devise a tailored curriculum for able pupils.
Chapter 11: Professional Development
Some educators believe that gifted pupils do not need any specific provision; that truly gifted pupils will fulfil their educational needs on their own without any particular intervention, or that by offering an inclusive curriculum gifted pupils will make progress without the special attention needed by other atypical learners. But many teachers are concerned that they may ignore their gifted pupils' needs, not because they require less support, but because they have not been given any training in methods of identification and support.
Many secondary teachers graduate in their subject specialism before going on to train as teachers; this training, including school placements, may leave little time for more than a brief glimpse ...