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Academic Leadership Journal

Authors

Theresa Monaco

Abstract

Gifted students continue to struggle in class because they are restricted to learning the standard curriculum (Clark, 2002). Gifted learners cannot be confined to a proficient level of education and therefore the need to advocate on their behalf continues. Not only can the need be recognized by those in the classroom, but also by those outside of the classroom with an interest in gifted and talented education.(Douglas, 2004) (Kaplan, Summer 2004) Each year the students that are enrolled in gifted and talented programs are asked to do an advocacy for gifted and talented education. They take on different approaches with the majority of them building on a personal teaching experience (Grant, 2002). While writing from three different approaches, three teacher-students captured the totality of the needs of gifted students as you will see in the following examples.

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