RELEVANCE OF TEACHERS' COMPETENCE IN THE
ASSESSMENT OF GIFTED CHILDREN IN AN
INCLUSIVE EDUCATION
The paper attempts to discuss relevance of teachers' competence in the
assessment of gifted children in an inclusive education. It is evidently clear
that improper assessment has been the major stumbling block towards
achieving the set goals of individuals, especially in academic and
vocational skills. This can be achieved through the provision of adequate
educational opportunities and seminars for teachers of gifted children. It is
on this premise, that the paper addresses the concept of inclusive education
with a view to identifying the role of teachers' in curtailing the menace of
schools' discrimination in an inclusive education as it deters progress and
development of identification of such children. It also suggests that
government has the responsibility of working relentlessly in an attempt to
determine ways to restructure education with significant focus on the
educational needs of gifted children. Policy makers must also focus their
attention on inclusive education itself rather than specific problems that
could result from discrimination so as to enable gifted children benefit from
the teaching-learning processes. Recommendations were also provided in
order for the children to explore their potentials for the benefit of society
Salisu Iliyasu
RELEVANCE OF TEACHERS' COMPETENCE IN THE ASSESSMENT OF GIFTED CHILDREN IN AN INCLUSIVE EDUCATION
The paper attempts to discuss relevance of teachers' competence in the assessment of gifted children in an inclusive education. It is evidently clear that improper assessment has been the major stumbling block towards achieving the set goals of individuals, especially in academic and vocational skills. This can be achieved through the provision of adequate educational opportunities and seminars for teachers of gifted children. It is on this premise, that the paper addresses the concept of inclusive education with a view to identifying the role of teachers' in curtailing the menace of schools' discrimination in an inclusive education as it deters progress and development of identification of such children. It also suggests that government has the responsibility of working relentlessly in an attempt to determine ways to restructure education with significant focus on the educational needs of gifted children. Policy makers must also focus their attention on inclusive education itself rather than specific problems that could result from discrimination so as to enable gifted children benefit from the teaching-learning processes. Recommendations were also provided in order for the children to explore their potentials for the benefit of society