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DOCUMENT RESUME ED 436 882 EC 307 555 AUTHOR Sayler, Michael, Ed. TITLE Tempo, 1997. INSTITUTION Texas Association for the Gifted and Talented, Austin. PUB DATE 1997-00-00 NOTE 132p.; Volume 17, Issue 3, Summer 1997 is no longer available. AVAILABLE FROM TAGT, 406 East 11th St., Suite 310, Austin, TX 78701-2617 ($25 annual subscription for non-TAGT members). Tel: 512-499-8248; Fax: 512-499-8264. PUB TYPE Collected Works Serials (022) JOURNAL CIT Tempo; v17 n1-2 and 4, Win-Spr-Fall 1997 EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Diversity (Student); Elementary Secondary Education; *Gifted; Gifted Disabled; Gifted Disadvantaged; Inclusive Schools; Mainstreaming; *Talent; Teaching Methods ABSTRACT The three issues of this 1997 publication on gifted and talented students focus on the themes of teaching gifted students in the regular classroom, atypical gifted students, and the 1997 annual conference of the Texas Association for the Gifted and Talented. Major articles include the following: "Meeting the Needs of Gifted Learners in the Regular Classroom: Vision or Delusion?" (Carol Ann Tomlinson); "Teaching Gifted Kids in Today's Regular Classroom" (Susan Winebrenner); "Looking into a Differentiated Primary Classroom" (Kathleen R. Ledwig); "Student Created Learning Centers: A Tool for Self-Directed Learning" (Jeanie Goertz); "The Gifted Student in the Regular Classroom: A Survey" (Janet Ray); "Product Differentiation: A Catalyst to Excellence" (Bertie Kilgore); "Adapting for Gifted Students in the Elementary Classroom" (Susan Johnsen and others); "Understanding the Diversity of the Gifted" (Bertie Kingore and Lynlee Rinard); "The Quiet Gifted...The Atypical Gifted Learner" (Jim Coffey); "ADD & Gifted: How Can You Distinguish between the Two?" (Rebecca Rendon); "Parental Alcoholism and Gifted Children" (Rebecca Gaston and Jeanie Goertz); "Adjusting the Focus: Finding Gifted Students with Learning Difficulties" (Janet Ray); "Identification of Hispanic, Bilingual, Gifted Students" (Rafael Lara-Alecio and others); "Handicapped? Says Who?" (Joan Ragland and others); "Yes, It Can Be Done...Gifted Students Can Be Challenged in the Regular Classroom" (Judy Traudt); "Gifted Gazetteers: Advertising & Journalism" (Terry Dotherow and Diana Brigham); "Organized Sports and a BD Gifted Child" (Tandra Tyle-Wood and Sheila Abraham); "Gifted Underachievers in Secondary Schools" (Stacy Sullivan and Beth Fouse); "Community Service: Learning To Serve" (Diana Brigham and Terry Dotherow); "Computers Changing Education in Texas" (Sherri Brunder); "Knowing Timmy: A Great Experience" (Kay L. Dowling). Each issue also contains organizational news items, calls for proposals or papers, and announcements. (DB) Reproductions supplied by EDRS are the best that can be made from the original document. TEXAS ASSOCIATION FOR THE GIFTED & TALENTED 00 TEMPO VOLUME XVII ISSUE I, WINTER 1997 ISSUE II, SPRING 1997 & ISSUE IV, FALL 1997 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDU IONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) his document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. Minor changes have been made to tAc.LeA8orx improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 BEST COPY AVAILABLE 2 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED VOLUME XVII ISSUE I Member, National Association for Gifted Children (NAGC) WINTER 1997 REGULAR FEATURES From. The President TEACHING GIFT Susan Johnsen 2 Executive Director Column REG-A C SROOM Connie McLendon 3 Call For Articles 43 MEETING THE NEEDS OF GIFTED THEME SECTION Meeting the Needs of Gifted Learners in the LEARNERS IN THE REGULAR Regular. Classroom: Vision or Delusion? Carol Ann Tomlinson 1 CLASSROOM: VISION OR DELUSION? Teaching Gifted Kids in Today's Regular Carol Ann Tomlinson Classroom University of Virginia Susan Winebrenner 6 Looking into a Differentiated Primary Across the country, budgets are tight. Parents and educators are Classroom pushing for inclusion of special education learners in regular classrooms' Kathleen R. Ledwig 13 and we are in one of our phases of vociferously decrying special services for gifted learners as antidemocratic. Thus, we are back to asking a Student Created Learning Centers: A Tool for question that is anything but new:, Can the learning needs of gifted Self-Directed Learning students be effectively addressed in the regular classroom? Jeanie Goertz 16 The Gifted Student in the Regular On one hand, both experience and research suggest that few ad- Classroom: A Survey aptations are made for advanced learners in regular classrooms Janet Ray 18 (Archambault, et al., 1993; Westberg, et al., 1993); and that regular classrooms are generally less effective in enhancing achievement of Product Differentiation: A Catalyst to gifted learners than are special schools, special classes, and pull-out Excellence services (e.g. Moon, Tomlinson, & Callahan, in press; Kulik & Kulik, Bertie Kilgore 21 1987; Delcourt, et al., 1994). Such indicators suggest that adequately challenging gifted learners in heterogeneous, regular classrooms may be Adapting for Gifted Students in the more delusion than dream. Elementary Classroom Susan Johnsen, et.al. 23 On the other hand, the question of whether the needs of gifted learners can be met in the regular classroom really has only one accept- SPREADSHEET FEATURES able answer: As long as regular classrooms are the mainstay of public education, the needs of gifted learners must be met in those classrooms. 1996 Laura Allard Grants for Excellence It is the case for most gifted learners that the vast majority of their Award Recipients 26 schooling takes place in such settings. If their needs are inadequately Call for Proposals 28 addressed in those settings, then gifted learners are packed off to public schools with the adults in their lives accepting the fact that public 1997 Executive Board Winners 32 0 schools will, at best, serve them well only a tiny portion of the time. Application for TAGT Awareness Certificate Credit 34 An argument for regular classroom instruction that is appropriately TAGT Executive Board Highlights 36 responsive to advanced students' learning needs is not an argument to do away with other service options - rather it is an assertion that those News and Announcements 38 a Calendar 42 (SeeTOMLINSON, pg.10) BEST COPY AVAILABLE 3 ipAnurgiar4 FROM THE PRESIDENT mms-E-wpa Susan Johnsen VOLUME XVII ISSUE I WINTER 1997 EDITORIAL STAFF Is TAGT PUBLICATIONS EDITOR Michael Sayler, Ph. D. EDITORIAL ASSISTANT FOR INCLUSION? Cristine Lammers TAGT OFFICERS PRESIDENT Susan Johnsen, Ph.D. "Is TAGT for inclusion?" A concerned parent PRESIDENT-ELECT asked me this question at a recent meeting. She had Benny Hickerson, Ph.D. read TAGT's 1997 legislative position statement and FIRST VICE-PRESIDENT assumed that we were. The answer is that TAGT is Andi Case neither for or against inclusion, but rather for effec- SECOND VICE-PRESIDENT tive programming for gifted children and youth. The Roslyn Blache facts about inclusion are these: THIRD VICE-PRESIDENT Colleen Elam 1. Inclusion is simply an administrative arrange- SECRETARY/TREASURER ment. Children of various abilities and interests are Karen Fitzgerald together in a common learning environment or IMMEDIATE PAST-PRESIDENT classroom. What happens in that classroom will vary Mary Seay from teacher to teacher and from school to school. TAGT STAFF 2. At the elementary and, often, middle school EXECUTIVE DIRECTOR levels, we know that most gifted learners spend the Connie McLendon majority of their day in the regular classroom or in COORDINATOR OF PROGRAMS AND SERVICES inclusive settings. Some may be clustered together in Anne Kemerer the regular classroom to form small interest or ADMINISTRATIVE ASSISTANT/PUBLICATIONS COORDINATOR instructional groups while others may be pulled out Beth Tracy of the regular classroom for one or more periods each MEMBERSHIP SERVICES day or, more often, less. Ruben Hernandez BUSINESS MANAGER 3. From the research we know that 84% of the TREY WAITERS activities in third and fourth grade regular class- The Texas Association for the Gifted and Talented (TAGT) is a nonprofit rooms are the same for all students (Westberg, organization of parents and professionals promoting appropriate education for gifted Archambault, Jr., Dobyns, & Salvin, 1993). The and talented students in the State of Texas. general education curriculum does not provide for the TAGT Tempo is the official journal of the Texas Association for the Gifted and Talented. It is published four times a year in January, April, July, and October. The previous mastery of content and skills, and therefore subscription is a benefit for TAGT members. Annual individual and family dues are lacks challenge. Acceleration within the regular $25. Opinions expressed by individual authors do not necessarily represent official classroom often means more work instead of different positions of TAGT. Material appearing in Tempo may be reprinted unless otherwise work. noted. When copying an article please cite Tempo and TAGT as the source. We appreciate copies of publications containing Tempo reprints. TAGT does not sell its membership list to advertisers or other parties. However, 4. Teachers frequently do not have the strategies membership names and addresses