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[quote=Anonymous][quote=Anonymous][quote]I think that the poster was saying that one group gets a lot of attention towards their needs (even if that is difficult/burdensome to meet, being heavily, if imperfectly, addressed), while another group's needs aren't nearly as adequately addressed (even if addressing them to the same extent would be considerably less burdensome on the system). They clearly state that addressing special ed need is important ("...which is GREAT..."). Folks tend to think of GT as a privilege instead of as a need, and it tends to get shorted/left out vs. other priorities. There's a wealth of research indicating that it shouldn't be, though, despite less rigorous recent pop-sci that underpins movements against GT programming.

It really come down to money and politics.[/quote]

I'm not the PP, but I think they were objecting to a framing that seemed to imply that gifted kids could not ALSO be English Language Learners or kids with special needs.

If you assume that all gifted kids are native English speaking and neurotypical, you're already missing a huge swathe of kids that would benefit from enrichment. Moreover, from a political point of view, all of us should be advocating for MORE gifted education, and MORE identification of gifted kids who are ELLs and who have special needs. If we want gifted education to continue to exist, we can't draw an arbitrary line between our English-speaking neurotypical kids and "everyone else." [/quote]

Agree, but I don't think the "other end of the spectrum" PP was meaning to exclude those, just to highlight the difference in treatment of the issues.[/quote]

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