Ability as an additional support need: Scotland's inclusive approach to gifted education.

Autor/inn/en	Sutherland, Margaret; Stack, Niamh
Titel	Ability as an additional support need: Scotland's inclusive approach to gifted education. Paralleltitel: Sposobnosti kot dodatna potreba: inkluzivni pristop k izobrazevanju nadarjenih na Skotskem.
Quelle	In: CEPS journal, 4 (2014) 3, S. 73-87Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-96180
Schlagwörter	Chancengleichheit; Hochbegabung; Individuelle Förderung; Bildungspolitik; Chancengleichheit; Gesetzgebung; Bildungssystem; Schottland; Begabtenförderung; Bildungssystem; Curriculumentwicklung; Bildungspolitik; Hochbegabung; Soziale Gerechtigkeit; Lehrerausbildung; Begabtenförderung; Curriculumentwicklung; Ergänzungsunterricht; Inklusion; Gesetzgebung; Soziale Gerechtigkeit; Institution; Schottland
Abstract	The present paper provides an overview of the current national legislation, policies, curriculum and practice relating to gifted education within Scotland. It begins by providing an overview of the national context and historical background that, to this day, underpin the egalitarian ethos that permeates Scottish education. We discuss how historical, philosophical and political narratives that are firmly rooted in the belief that education is a right for all foreshadow Scotland's approach to "gifted education". The legislative shift within Scotland from a "needs-based" model to a "rights-based" model, coupled with our inclusive approach to education for all, has important implications and provides potential opportunities for gifted young people. The strengths and limitations of this approach are debated within the paper. Rhetoric and reality can, however, be unfamiliar strangers; the paper therefore also aims to demonstrate how legislative intention and pedagogical ideals have been put into practice within Scottish schools in order to meet the needs of gifted young Scots. We conclude by discussing the challenges that remain and the implications for the future, both within and beyond Scotland. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1