Exceptionally high intelligence and schooling

Bibliographic Data

ID18924999
AuthorsEllen Winner (0000-0003-0494-6621, Boston College, corresponding author)
Year1997
Volume52
Issue10
Pages1070-1081
Publication date1997-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAmerican Psychologist (JOURNAL)
Journal identifiersISSN: 0003-066X • E-ISSN: 1935-990X
PublisherAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/0003-066x.52.10.1070
OpenAlexW2036933883
LanguageEN
Citations received7
References cited22

Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and un-derchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disad-vantaged children being the least likely to receive special services and with the most common option being the weakest one--the pullout program. There is a growing movement to disband existing programs. Instead of call-ing for more of the existing programs, it is argued that first, standards hould be elevated for all children. Those children who still remain underchallenged should then receive advanced classes in their domain of ability. Thus

Cognition · Developmental psychology · Intelligence quotient · Psychiatry · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function · Psychology

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