Accelerating Gifted Students in Canada: Policies and Possibilities.
In: Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013-07-01), Heft 3, S. 229-271
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Zugriff:
Policy documents related to gifted education and 18 forms of accelerated learning practices were collected from all Canadian provinces and territories. Where they were found, policies continue to be permissive and flexible. Explicit support for gifted education and acceleration was strongest in Alberta, British Columbia, New Brunswick, and Nova Scotia, provinces with categorical orientations to exceptional learners. Additional opportunities to advance learners also existed in these and all jurisdictions because potentially accelerative practices were supported, such as correspondence courses and mentoring. In order to address the needs of students who know more and learn more quickly than their peers, intentional, flexible interpretation, and implementation of permissive policies are becoming increasingly important as jurisdictions' philosophies and documentation in special education become less categorical and more inclusive. [ABSTRACT FROM AUTHOR]
Des documents de politique concernant l'éducation des élèves doués et 18 formulaires relatifs à des programmes d'apprentissage accéléré ont été recueillis dans toutes les provinces et territoires canadiens. On a examiné le contenu de 69 documents afin de déterminer la nature et l'étendue du soutien aux services aux étudiants doués en général, ainsi qu'à l'apprentissage accéléré. Les résultats donnent un aperçu de la variabilité et la flexibilité de ces politiques dans les provinces et territoires canadiens. Des documents provenant de l'Alberta, de la Colombie-Britannique, du Nouveau-Brunswick et de la Nouvelle-Écosse ont démontré que ces provinces offrent le plus grand soutien catégorique aux apprenants avancés. Les formulaires de programmes d'apprentissage accéléré en fonction du contenu (p. ex., l'obtention de crédits à la suite d'un examen ou de l'enseignement accéléré d'un sujet) étaient plus souvent favorisés que ceux axés sur l'année scolaire (p. ex., le saut de classe et l'entrée précoce à la maternelle). [ABSTRACT FROM AUTHOR]
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Accelerating Gifted Students in Canada: Policies and Possibilities.
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Autor/in / Beteiligte Person: | Kanevsky, Lannie S. ; Clelland, Debbie |
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Zeitschrift: | Canadian Journal of Education / Revue Canadienne de l'Éducation, Jg. 36 (2013-07-01), Heft 3, S. 229-271 |
Veröffentlichung: | 2013 |
Medientyp: | academicJournal |
ISSN: | 0380-2361 (print) |
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