Integrative Program Policy for the Gifted: Continuum or Dichotomy?
Mots-clés :
gifted education, program policy, giftedness, educational programming, student needs assessmentRésumé
L'approche dichotomique a pour caractéristique de distinguer les enfants “doués” des autres enfants. Dans un tel contexte, les programmes pour les enfants doués peuvent être affectés par divers facteurs externes (nouvelles priorités du gouvernement, par exemple). L'imprécision de la définition de la “douance” complique la planification, entraîne l'apparition de nouveaux critères d'évaluation et compromet l'intégration des programmes. Une approche non dichotomique ou globale, qui tient compte de l'évaluation des besoins de tous les élèves, fournit une base solide aux décisions de nature administrative ou ayant trait à la pédagogie et à l'évaluation.
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