Combining gifted students makes sense to many teachers and parents; however, some argue that it is not in the best interest of education.
Allowing gifted students to study and work together, even if they are clustered together or spend only a few periods per week in a pullout class, can make a positive difference in their academic and social development. The two most common grouping methods involve using cluster groups in regular education classrooms, and performance and ability grouping pullout classes.
Despite the advantages, the question that almost always asked with grouping is if it is a form of tracking. It is not. Tracking refers to a process whereby all of the children are pigeonholed into the various skill and ability levels, or ‘tracks,’ for most or all of the subjects, and it becomes very difficult to move within those rank levels. Clustering or pullout classes involve only the gifted students, and only where and when the teacher deems it appropriate.
In many cases then, the real answer always comes back to the teacher trained in educating gifted children knowing what is best for an individual student, and maybe having some form of an IEP might help the cause. In public schools, individualized education refers to a student being assigned an IEP, or an Individualized Education Program or Plan. What some schools that value gifted education mean by Personalized Instruction, however, is that each student has a special relationship with an adult, either as an advisor or homeroom teacher that will work with him or her, his or her parents, and the school in making the best possible academic and social decisions about the learning environment. I have seen what kind of difference these dedicated teachers can make, and they would most likely agree that the best environment would include performance and ability grouping programs for their gifted students. It’s about doing the right thing.
