Able Children

The above-mentioned strategies to teach high ability students sound convincing. As educators we do not have adequate data that suggests that these strategies are beneficial to the high ability students. However, it appears that we have adequate and convincing data to suggest that the placement of high ability students in heterogeneous classes is not helpful to them. Still, the current educational reform insists on the placement of high ability students in the heterogeneous classrooms and expects teachers to use differentiated instruction to help the high ability students reach their potential.

In my experience I find that differentiated instruction requires tremendous teacher skills, preparation, and resources and is hard to offer in large classes. Yet, the educators focus their energy pressurizing the teachers to use differentiated instruction. Currently a great majority of do not possess the skills to offer differentiated instruction. The teacher training programs and in-services are inadequate in preparing teachers to offer differentiated instruction and to make the matters worse the meaning of differentiation is not universal.

As educators we must strive to offer education to all the students regardless of their ability. It is remarkable that the current law focuses on its energy emphasizing the improvement in the performance of unprivileged because education can change the sociological status of the these students and help reduce the inequity that exists in our society. However, it appears that in the process the current law is compromising on the quality of education deserved by the high ability students. It is serving the under privileged at the expense of high ability students and as educators we must protect all the children regardless of their ability. In the current times when world has become one global marketplace and our children will be competing for the opportunities with the children from the other countries, only the most deserving