Who is special enough for special education
Have you ever wanted to be smarter? Wished that you had all the gifts and abilities that are associated with being a “super human genius”? Coveted the inconceivable abilities of masterminds such as Galileo and Einstein? Throughout the history of man it has been these kinds of great minds that deviate from the current method of thinking, in turn creating new lines of reason and more holistic understandings of the world around us. We label them “gifted and talented” but they are truly our inventors, our leaders, our Mozarts and Michelangelos. In spite of this they are at risk for extinction. Presently, the sociocultural surrounding in which our children grow do not cater to the needs of these gifted. Their cognitive abilities deviate from norm just as the mentally retarded, yet they are rarely viewed as deviants who need special attention. More often, they are viewed as better off than the majority to begin with and, consequently, are expected to develop to their fullest potential without much help. But just as athletes must constantly condition their muscles, so must the gifted condition their minds. Although all states are required to comply with the federal mandate of the Individuals with Disab
Boredom in turn leads to frustration towards their school, their parents for forcing them to attend a place that makes the feel this way, their peers for being content with their surroundings, and even themselves for not being satisfied for what they are given. They need social skill training in addition to academic learning. Who wants to be gifted in a world that refuses to help that gift grow? These children have vulnerabilities in addition to their gift that also need to be catered to. The lack of a mandate, which would provide an appropriate, and nourishing learning environment for the gifted has severe implications on their cognitive and psychosocial development. Not once in the Individuals with Disabilities Act is the word “gifted” ever mentioned. Without the Javits Act discovering reasons why this percentage should be more balanced, it may remain uneven. These powerful soiciocultural stigmas are a lot for a young child to handle despite his or her intelligence. It is not uncommon that state legislatures separate reimbursement for gifted and talented programs from the broad and affluent category of special education. These mixed up emotions are a lot for any child to handle, gifted or not. But first they need to feel comfortable with themselves as deviants that the world looks after and nurtures. They need guidance in finding a comfortable niche in society. Upper end intelligence deviants are labeled as brainiacs, geniuses, and masterminds, who are already viewed as having more than the average person to begin with. These undeniable differences, not immaturity, is what causes the kids to have such a hard time making friends. Poor posture and avoiding eye contact are the two primary problems.
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Acceptance Essays
