Educating
Students
with High Ability
Catherine Clark (UK)
Bruce Shore (Canada)
The views expressed in this
publication are those of the
authors and do not necessarily
reflect those of UNESCO.
0 UNESCO 1998
Division of Basic Education
Special Needs Education
7 place de Fontenoy
75352 PARIS 07 SP
F~~IlC~
Fax: 33. I-45 6X 56 27
ED-98iWSi30
Table of Contents
Introduction
7
1 Identification of High Ability
13
2 Impact of Identification
31
3 Unrecognized Ability
35
4 Teaching Methods
41
5 Underachievement
61
6 Student-Teacher Relations
67
7 Organization of Learning
71
8 Gender and Culture
79
9 General Advice to Teachers
85
10 School-Level Initiatives
91
I I Parental Involvement
97
12 Community Involvement
101
13 LEA and Government Support
10s
14 Resource Equity
109
15 Caveats and Concerns
113
16 Value Added
117
Appndix: Resources for Teachers and Schools
133
Introduction
In 1994, at The World Conference on Special Needs Education
in Salamanca, the representatives of 92 governments and 25 inter-
national organizations reaffirmed
their commitment
to Education
for All.
The Framework for Action which resulted from the conference
stated that every child has the right to a fundamental education which
takes into account the wide diversity of needs and characteristics of
individuals, whilst recognizing that every child has unique charac-
teristics, interests, abilities and learning needs.
The education of children worldwide has to be a priority
if the
challenges of the 21st century are to be met and the opportunities of
the 21st century to be fully exploited for the benefit of all. The provi-
sion of education of a high standard is seen as requiring urgent action
across the world. As stated in Paragraph 3 of the Introduction to the
Salamanca Statement and Framework for action:
The guiding principle
that informs this Framework
is that
schools should accommodate all children regardless of their
physical,
intellectual,
social, emotional,
linguistic, o