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Link gifted education to language arts, technical writing skills and autonomous learning strategies!
Supported by the Central Government and administered by a registered society, the Jawahar Navodaya Vidyalaya (JNVs) dot the country that admits mainly the rural gifted children through an entrance exam. However, the schools take the credit of gifted children's performance in public examination and attribute it the 'quality education' being imparted in the JNVs, despite the fact that the classroom practices hardly match the needs of the gifted children.

The research studies in 'gifted education' suggest that the gifted or talented children often achieve significantly higher level of language competency during various stages of school education as compared to their chronological age-mates. That is their strength and the schools meant for them should match up to children's giftedness for quality.

Further, evidences point out that high-ability learners excel in many language arts areas such as reading with comprehension, creative writing, technical writing, oral communication and linguistics. Thus there exists a real need to differentiate language arts experiences for verbally talented learners at all stages of development of gifted children.

Learning theories developed and tested at experimental level inform that differentiation approaches to learning are extremely critical by adapting language arts curriculum to include 'acceleration, depth, complexity, challenge, and creativity' as suggested.

What needs to be done for gifted children is to develop differentiated curriculum with higher level of expectations in respect to content and processes to facilitate them to become autonomous learners.

It has been seen that when gifted students are provided with advanced content or accelerated through curriculum with differentiated and individualized learning techniques, then only gifted children feel that their learning and achievement motive gets satisfied. The school and the teachers need to adjust their competence and expectations to match the students' advanced level of learning and motivation.

There is dire need that in JNVs, the level of curriculum for gifted learners must be adapted to fulfil their curricular needs for 'enrichment, advancement, depth and complexity' mixed with 'higher order thinking skills' such as analytical, reflective, critical and creating thinking skills.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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