Abstract
What is the meaning of giftedness? How special are the gifted and talented children? Is there any age for the development of giftedness? What kind of intervention is necessary for nurturing the gifted and talented? Should there be special ‘gifted and talented’ programs in our education system? An auto-ethnographic study of my experience of more than 20 years, in teaching 1500 high-performing adolescents of an Indian high school, suggests that ‘discovery teaching and learning’ can help not just in identifying the gifted minds but also in nurturing their abilities. My experience also shows how the conceptual primitives can be utilized to facilitate metacognitive abilities of the learners. By engaging students in innovative project works, I have seen how ‘ordinary’ students can turn creative to win accolades in prestigious science competitions. Any special emphasis on the ‘gifted and talented’ in an education system does not help the greater cause of education, but promotes elitism and racism in the system.
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Roy, P.P. (2017). Gifted and Talented Students: A Review of the Concept from Indian Experience. In: Halder, S., Assaf, L. (eds) Inclusion, Disability and Culture. Inclusive Learning and Educational Equity, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-55224-8_15
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