Challenges and possibilities for serving gifted learners in the regular classroom¶
VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.
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Primes¶
- Differentiated Instruction
- In inclusion classrooms serving students with learning disabilities, English-language learners, and other populations with specific instructional needs, differentiation is a central practical response — a problem space that VanTassel-Baska and Stambaugh (2005) treat in their Theory Into Practice analysis of differentiation challenges in heterogeneous classrooms, particularly the difficulty of simultaneously serving gifted and struggling learners.
This sourceAnalyzes the practical difficulties of differentiating for gifted learners within heterogeneous regular classrooms — including curricular-design demands and the persistent problem of insufficient extension and challenge for advanced students.
Supported in partVerified against the publisher's abstract
Abstract covers obstacles to differentiating for gifted learners in regular classrooms, not the claim's LD/ELL inclusion framing or gifted-vs-struggling tension.
“This article addresses the major obstacles that impede educators in differentiating for gifted learners in the regular classroom.”
- In inclusion classrooms serving students with learning disabilities, English-language learners, and other populations with specific instructional needs, differentiation is a central practical response — a problem space that VanTassel-Baska and Stambaugh (2005) treat in their Theory Into Practice analysis of differentiation challenges in heterogeneous classrooms, particularly the difficulty of simultaneously serving gifted and struggling learners.
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