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requirements could be met Mending in to the regular lum some additional tailored to stunrts with greater interest ‘ ability. She mentioned _ importance of in-service
Kng to help teachers in mind, on a day-toasis, the special needs ti gifted students. “Depth is what we’re looking for here,” she said. Estabrook elaborated on Rowe’s remarks. “To say that we’re adding to or rearranging our curriculum because of this is not precise,” he said. “We must have reaBstic expectations. ” He proposed that classroom teachers could reach and help their gifted students by dealing with the same material, but in a different way. “For example, with a story,” he said. “You expect the regular ts to comprehend the You could ask the able youngsters to,
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