Equity in Gifted Education at International Schools
Around the world, gifted education has long been hampered by charges of elitism, but recent shifts in international school education reveal that when it comes to meeting the needs of highly able and advanced learners, the real issue is ensuring equity. Many international schools have been on a journey towards inclusion and embracing inclusive practices with a focus on equity. Yet, one group of students has consistently been, albeit unintentionally, largely excluded from these efforts—gifted and highly able learners.
The G Word: Tension in the Terminology
Addressing the needs of highly able learners has long been a source of political tension in schools. The field of gifted education has suffered the slings and arrows of competing educational priorities: an unresolved tension between the notions of equity and equal; a resolutely egalitarian society; the rise of anti-intellectualism; confusing and misunderstood terminology, and uncomfortable associations with the Matthew effect – the idea that further advantage is given to those who are already advantaged.
Ability Grouping ≠ Tracking
Fear of returning to the oft-criticized academic tracking of students has led progressive educators to be hesitant to group highly able/gifted students by ability. However, recent research supports the effectiveness of ability grouping for the highest performers and, concomitantly, the detriments of the exclusive use of heterogeneous grouping.