User:Aleena abraham joseph/sandbox

Introduction
The national association for gifted Children defines “Giftedness when the child’s propensity is significantly higher the norm of their age. Giftedness maybe evident in one or more purviews such as art, intellectual, leadership, creativity or in a precise academic field.” According to Burt (1950) he defines an educational backward child as, “The Backward child is one who is unable to do the work of the class next below that which is normal for his age.” Based on a talk with a teacher from St. Patrick’s primary Gordon, Australia who handles the primary section claims that an educationally gifted child would have an IQ of around 130 or more. She says that these traits of students are well noticeable even at a very young age depending upon their grasping power and the ability to stay a little ahead compared to others in the classroom environment. She also added to the fact that these children with gifted abilities would finish their work sooner than that of the others and so they will be given with extra activities. Her observation of the educationally backward students are that they fall under the category with an IQ level of 70 or less than that. She says those students who are considered as educationally backward seem to be less interested in what is thought since they are unable to understand or grasp at the pace of their peers. She shared a few of the practices that is followed by her school where the teacher gives an extra support individual attention and peer study groups.Another teacher teaching in the one of the Indian schools in Qatar, shared her experience dealing with greatly gifted students as them having a keen observation in all aspects, unique learning style, brainstorming ability, etc. she said that these students were put in different groups and assigned with high order thinking question worksheets as activities in class. Whereas for an educationally backward student she states that the observatory levels are very less and for this there is individual attention given to the students with the help of remedial, extra homework, encouragement, etc. In Canada, a parent had referred to her child been selected as a gifted child and the training the school provided as assigning of a special teacher in another classroom where they used to put the students into different levels of works in the form of activities, academics and even in nurturing the talents that is possessed by them, etc.

Criteria or methods of classifying or identifying a child as gifted or educationally backward
The different criteria that is used by the teachers at different levels and in different countries in order to classify a student into educationally gifted and backward.

Educationally gifted students:
•	They seem to have a high IQ which can be at a range of 130 and higher •	They also show a quick grasping power of what is taught and good knowledge on the subject •	They are usually keen observers of the class, a curious learner and more confident •	They tend to have a unique style of their own to learn different things that is taught and have a greater independence of self •	They have a great brainstorming ability and have a mental superiority •	They tend to be always one step ahead compared to the other students in class and attain good grades

Educationally backward students:
•	They seem to have a very low IQ which can be at a range of 70 and lesser •	They seem to show a less interest in studies as such and even in coming to school •	They usually do not possess the ability of application of knowledge in various situations and they are not even able to respond to simple questions of the teachers •	They tend to be very time consuming group for the teacher to make and understand due to the inability to express themselves correctly and failure to understand verbal instructions •	They would require a lot of repetition of the lessons due to the in attention of the student •	They tend to have poor memory and rely on individual or extra attention from the teachers

The programmes that is followed by different schools for the educationally gifted and backward students
The main challenge that is faced with the educationally gifted students is that since they are a very vibrant group with an unmatchable knowledge compared to their peers, they tend to be quiet restless, critical, disturbed and outspoken whereas those students who are under the category of educationally backward are seen to face difficulties such as self-consciousness, low self-confidence, lack of interest to study, irritation, etc. The different methods through which we can educate or contribute to the upcoming of the educationally gifted students and the educationally backwards students is through various programs as follows:

Programmes Associated with Educationally Gifted Children
Programmes Associated with Educationally Gifted Children •	Cluster grouping Cluster grouping is the bringing together of four to six gifted or high achievers in a classroom for the complete school day. Cluster instructors are particularly trained instructorsin distinguishingthetalented learners. Clusters are usually used in higher classes. In a cluster group, instructions comprises ofan accelerated pace,enrichment and extensions, HOTS, and more complexity in content •	Acceleration approach Acceleration approach is the upgrading of classrooms where students of diverse ages are bought together and the course is focussed on specific mastery rates instead of the age of the student. This is the technique that is used in order to fill the time of the educationally talented children who learn more quickly by offering materials or activities which allows higher standards of study based on their levels. •	Pull Out Programme/ Specialized Programme Gifted pull-out is an educational approach in which gifted students are pulled-out or taken from a wide-rangingschoolroom to occupy a percentage of their time with their academic peers. Pull-outs tend to meet each other one to two hours per week. The students meet with aninstructor who engages them in enrichment and extension events that may be or may not be similar to that curriculum being taught in their normal classes. •	Special group approach In this kind of approach there is analtered method taken up like placing the gifted child at a special school, offering advanced courses for academically superior pupils, and self-contained extra classes within the regular institutes that are educated by special education tutors and offering honours courses.

Programmes Associated with Educationally Backward Children
•	Remedial Instruction: Remedial instruction is a General practice followed by education experts in order to provide better attention to the slow learners. This practice might be done in the after class hours or during specific holidays where the teachers accompany their learners in the taking up the programme at a very slow pace making them understand and work on their weakness with ample care and attention. The main methods used are repetition, practice, drill review, etc. at a level of interest of the learner in order to help for the better understanding of the specific subject. •	Carefully Guided Instruction Slow learners work best with a carefully designed, step by step methodology, additional time and help. Positive strengthening technique is used as much as possible. The teacherhighlights on the actual and the specific with regard to the problems and materials. Slow learners is given more time, guidance and attention by the teachers till they reach the expected basic standard. Instruction is less dependent on predictable printed materials. Out-of-school resources like the field trip is made use of more frequently. There is a greater utilization of audio-visual aids. Learning units are organised around life's problems more than around academic subjects. •	Individualized Instruction In individualized instruction, the means and resources of instruction are adjusted to the needs and capabilities of distinctlearners. There are mainly two forms of individualised instruction It is an elementary school program which substitutes the self-contained classes with an instructional unit of students, teachers, etc. it is a program which involves innovations such as team teaching,non-graded instructions, peer group instruction etc. to cater in the upbringing of the slow pupils through different interests. For this strategy, the teaching atmosphere is highly adaptive. The teacher has to match the learners'skills to diverse ways of learning, and be responsible to provide educative assistance and positive reinforcement. Individually Prescribed Instruction for the slow learners has been shown as a very effective method across the school curriculum. •	Audio and video instruction In the audio instruction, they listen to the audio instruction centered on their subjects in the evening hours. They can also take them home and make use of rendering to their convenience. They are bought to relevant educational programmes which also has positive effect on the slow students learning. The video tutoring provides distinctive knowledge to the slow learners in the presentation of instructional content. It penetrates deeply into human character with an immediate enthusiasm than any other medium.
 * Individually Guided Education (IGE)
 * Individually Prescribed Instruction (IPI)

Conclusion
The focus of study for this assignment was to elaborate on the numerous programmes adopted in institutes for the educationally gifted and educationally backward students. What is mainly explored in this assignment is what exactly on a teacher’s perspective is educationally gifted and backward students, what are the different methods by which the schools identify and differentiates the students and at what ages are these traits most identifiable, the different approaches used for their upcoming, if there is separate school and curriculum provisions for both the group of students that is introduced based on their level of intelligence quotient, what are the challenges that is faced by a teacher to accommodate the two extreme educational levels in the classroom atmosphere, how the students among themselves tackle with the differentiation as two levels, to what extend is the parents involved approached and made understand the capabilities of their ward and their reaction to it, etc. The participants that was taken up for the matter of study was a few teachers teaching at different class levels (class 1 to 8) at different schools and parents from different parts of the world. The countries that was taken into study was Australia, Qatar, India and Canada. The method for research followed for this paper is through interviews and other references. The results of the study was seen to be very similar to each other and slightly different in some cases.