Resource Consultation Model in Gifted Education to Support Talent Development in Today's Inclusive Schools

Abstract

This article discusses the advantages and challenges that educators of gifted, talented, and creative students may encounter when taking on the new role of classroom consultant rather than, as they have typically done previously, directly providing programming and services to the students themselves. A discussion of the use of the consultation model within a gifted education program concludes the article.

Lessons From Another Field: Applying Coteaching Strategies to Gifted Education

“…Although the availability of a continuum of services is critical for gifted students (VanTassel-Baska, 1991, the fact remains that most gifted students spend the majority of their day in general education classrooms (Purcell, 1995). Thus, the role of the gifted education teacher is changing significantly (Kirschenbaum, Armstrong, & Landrum, 1999;Purcell & Leppien, 1998). Thus, the role of the gifted education teacher is changing significantly (Kirschenbaum, Armstrong, & Landrum, 1999;Purcell & Leppien, 1998).…”

“…Thus, the role of the gifted education teacher is changing significantly (Kirschenbaum, Armstrong, & Landrum, 1999;Purcell & Leppien, 1998). There are numerous calls throughout the field of gifted education to provide a more collaborative relationship with general education (Kirschenbaum et al;Tomlinson, Coleman, Allan, Udall, & Landrum, 1996;VanTassel-Baska, 1991;Westberg, Archambault, Dobyns, & Salvin, 1993) since there is ample evidence to indicate that differentiation for gifted students rarely occurs within the general education classroom without such collaboration Shaklee, 1997;Westberg et al). There are numerous calls throughout the field of gifted education to provide a more collaborative relationship with general education (Kirschenbaum et al;Tomlinson, Coleman, Allan, Udall, & Landrum, 1996;VanTassel-Baska, 1991;Westberg, Archambault, Dobyns, & Salvin, 1993) since there is ample evidence to indicate that differentiation for gifted students rarely occurs within the general education classroom without such collaboration Shaklee, 1997;Westberg et al).…”

A Case Study of the Collaboration in Mathematics between a Fourth-Grade Teacher and a Talented and Gifted Coordinator

“…The collaboration between the fourth-grade teacher and the TAG coordinator in this study reflected some of the essential components cited by Landrum (2001aLandrum ( , 2001bLandrum ( , 2002 for effective consultation. The participants (a) coplanned lessons, discussing the characteristics of advanced learners and the appropriate strategies to meet their needs; (b) employed collaborative teaching, during which they conducted separate, but complementary lessons; and (c) developed a close rapport, a key component to developing mutually beneficial goals (Kirschenbaum et al, 1999). However, enrichment occurred through a pull-out model of service that offered little in the way of training the teacher for differentiating the curriculum.…”

“…They also discuss the lesson and their performance: what worked well, what was not successful, and what changes should be made before the next implementation of a lesson. To facilitate collaboration, Kirschenbaum, Armstrong, and Landrum (1999) recommended the consultant be accessible and develop a close rapport with the teacher to better develop mutually beneficial goals for the consultation sessions.…”

Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture

“…Because of their multiple roles, gifted resource specialists may be perceived negatively by other faculty members who find limited value in the program and resent having children pulled out of their classes. Changing expectations for their role to a consultant collaboration model and a lack of related professional development on collaboration and co-teaching may surface additional insecurities and confusion (Kirschenbaum, Armstrong, & Landrum, 1999;Landrum, 2001).…”