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The Implementation Model to Support Inclusive Education for Gifted Children at an Educational Institution

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2020, 10(3), pp.1-26
  • DOI : 10.34226/gcl.2020.10.3.1
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : August 22, 2020
  • Accepted : September 4, 2020
  • Published : September 30, 2020

Jinmi Tae 1

1숭실대학교

Accredited

ABSTRACT

This study has developed an implementation model to support inclusive education of young gifted children at an early childhood educational institution. In order to meet the research goal, the objectives of the implementation model of inclusive education were clearly spelt out and the contents and operational methods of the model were drawn through theoretical inquiry, focus group interviews and case studies. The model’s draft was reviewed by a specialized advisory board for its goodness of fit and was finalized after amendments. The finalized institution-wide inclusive education model consisted of the following processes: preparation, understanding giftedness and confirming requests, intervention, and termination. The stage of ‘understanding giftedness and confirming requests’ proposed strategies for selecting gifted children and methods for analyzing these learners’ interests and capabilities for understanding their educational requests. Regarding specific inclusive instructional design principles, the ‘intervention’ stage provided modified strategies for amended curriculum, activity-based embedded intervention, as well as educational goals, contents, methods, environmental outcomes and evaluations to administer child oriented instructions. In the materials stage and operational method of inclusive educational support, the composition of supporting data to strengthen competency when implementing inclusive education were proposed. Under circumstances, where there was a lack of information or experience relating to inclusive education for gifted children, this study was found to be meaningful and useful as it proposed a macroscopic system for mutual cooperation and connection among various parties concerned with the implementation of inclusive education for gifted children at formal educational institutions.

Citation status

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This paper was written with support from the National Research Foundation of Korea.