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Abstract
Educators can justify a particular concern for exceptionally able pupils on the basis that these children have needs that are different from most other children. However, it is essential to consider those needs in the context of concern for the development of all children as individuals, whether they are fast learning or slow learning, handicapped or disadvantaged. A differentiated curriculum is then totally defensible if we are considering greater individualisation according to every child's needs. As educators we must also be concerned that we are constantly providing equality of opportunities for all children to display potential.
The paper is based on a conference paper read at Stellenbosch 1984 and the substance of this has been published in Gifted Education International.
The paper is based on a conference paper read at Stellenbosch 1984 and the substance of this has been published in Gifted Education International.
Notes
The paper is based on a conference paper read at Stellenbosch 1984 and the substance of this has been published in Gifted Education International.