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Modifying Regular Classroom Curricula for High Ability Students

any educators have become well-versed in modifying the regular classroom curriculum to meet the needs of students with disabilities. Educators are not as experienced, however, in meeting the instructional needs of high ability students. In a growing number of states, revisions in regulations pertaining to gifted and talented students are requiring that high ability students, previously served in part-time, pull-out programs, must also receive appropriate instruction within the context of their regular classrooms. For example, in Kentucky, high ability students can no longer be viewed as sufficiently served by a once-monthly or once-weekly program. These students have educational needs which must be met daily, as do students with disabilities. Many regular education teachers report that meeting the needs of high ability students equals and often exceeds the challenges of integrating disabled students in their classrooms. High ability students can be delightful but can also be demanding, impatient, perfectionistic, sarcastic, and disruptive. In addition, few regular education teachers have received sufficient training in issues related to gifted and talented education. Before teachers can develop appropriate instructional strategies to meet the needs of high ability students, they must recognize the value of such efforts. For many educators, services to gifted and talented students may seem to be elitist. However,