Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom

Abstract This article addresses the major obstacles that impede educators in differentiating for gifted learners in the regular classroom. Specific discussion of the lack of subject matter knowledge, the lack of classroom management skills, teachers' attitudes and beliefs about learning, lack of knowledge for modifying the curriculum, issues regarding responding to diverse populations, difficulties of effective use and location of resources, lack of planning time, lack of administrative support, and lack of relevant pedagogical skills is provided. Strategies for recognizing and overcoming the obstacles are embedded within the discussion of each. Finally, important general considerations for facilitating the use of differentiation in classrooms are discussed, including the use of diagnostic-prescriptive learning, modulating teaching and learning expectations, and flexibility of curriculum and teacher beliefs surrounding student learning.