UNIVERSITY OF IBADAN LIBRARY Volume 10, 2013 Ibadan Journal of Education Studies (IJES) ISSN: 1596-5953 Voi. 10 No. 1,2013 UNIVERSITY OF IBADAN LIBRARY Editorial Board EDITOR-IN-CHIEF Prof. S.O. Salami DEPUTY EDITOR-IN - CHIEF Prof. Esther Oduolowu ASSOCIATE EDITORS Prof. M.K. Akinsola Dr. LA. Abiona Dr A.O. Fadoju Dr. P.B. Mojoyinola Dr. Francisca Anyanwu Dr. O.A. Fakolade Dr. K.I.N. Nwalo Dr. P.B. Abu EDITORIAL ADVISERS Emeritus Prof. Michael Omolewa (University of Ibadan) Emeritus Prof. Pai Obanya (University óf Ibadan) Prof. Ike Ukeje (Kennesaw State University, USA) Prof. M.O. Ogunsanya (University of Ibadan) Prof. Reginald T. Ocansey (University of Education, Winneba) Prof. I. Nwazuoke (University of Ibadan) Prof. Chan-Williams (University of Florida, USA) Prof. G.O. Alegbeleye (University of Ibadan) Prof. Regis Chireshe,XQreat Zimbabwe University* Zimbabwe) Prof. C.B.U. Uwakwe (University of Ibadan) Prof. L.O. Amusa (University of Venda for Science & Tech, South Africa) Prof. M.A. Akintayo (University of Ibadan) Prof. Fred Adegoke (University of Ilorin) Prof. D.F. Elaturoti (University of Ibadan) Prof. Grace Otinwa (University of Lagos) Prof. Morayo Atinmo (University of Ibadan) Prof. B.I. Popooia (Obafemi Awolowo University, Ile-Ife) Prof. Iyabo Mobawonku (University of Ibadan) Prof. J.B. Babalola (University of Ibadan) Prof. O.A. Moronkola (University of Ibadan) Prof. C.O.O. Kolawole (University of Ibadan) Prof. Baba S. Msheila (University of Maidugurì) UNIVERSITY OF IBADAN LIBRARY ÌJES Volume 10, 2013 Editoria! Comments Volume 10, 2013 of Ibadan Journal of Educational Studies publishes articles in different fields of education. This current edition contains eighteen (18) articles, most of which are research-based. Articles in this volume include: Formai education: An imperative for thè transformation of Nigerian Socio-cultural economie and politicai dimensions in thè post-colonial era; Cognitive Styles and family structure as predictors of academic performance of Senior Secondary Students in Ibadan North Locai Government Area of Oyo State, Nigeria; Peace education, labour-management relations and workers’ welfare in Service oriented organizations in Nigeria; The influence of self-efficacy, emotional intelligence, social support and family involvement on academic persistence of fresh university students; Effect of logotherapy on sexual risk-taking behaviours among in-school adolescents in Rivers State, Nigeria; Efficacy of two ICT-based presentation models on secondary school students’ cognitive performance in biology; Emotional intelligence, Self-esteem, age and gender of leamers as correlates of academic self-efficacy of secondary school students in Ibadan, Nigeria; Effects of permissive and ADIMA methods on basic Science and technology performance of pupils with mild intellectual disability in Ibadan, Oyo State, Nigeria; Effects of two modes of skill acquisition on accurate performance of penalty kick among in-school male adolescents in Ibadan municipality after an 8-week skill practice; Psyehe^social factors affecting patients’ coping with physical illness; ICT preference, relevance and use by students of Federai College of Agriculture, Ibadan; School Social^warkers: Progress and Challenges in thè practice; Physical and Physiological implications of exercise during pregnancy; Effects of task analysis and modelling in enhancing self-help skills of students with mild intellectual disability in Ibadan, Oyo State, Nigeria; Adequacy and quality of teachers in Nigerian Universities (2009); Effects of Two Health Education Strategies on Rnowledge of Health Consequences of Climate Change among Undergraduates in South-Western Nigeria; Gifted and talented education and procedures for its promotion in thè community; Parental involvement, parental supervision and parent-adolescent communication as determinants of youth violent behaviour in Ijebu-Ode Locai Government Area of Ogun State, Nigeria: Implication for counselling. The Editorial Board specially thanks all thè contributors as well as assessors for making thè publication of this volume possible. Prof. S.O. Salami Editor-In-Chief Ibadan Journal, of Educational Studies UNIVERSITY OF IBADAN LIBRARY GUIDELINÉS FOR SUBMISSION OF ARTICLES FORIBADAN JOURNAL OF EDUCATION STUDIES (IJES) The editorial board of Ibadan Journal of Educational Studies (IJES) is seeking articles fòt thè next edition of thè Journal. The guidelines for submission of research and position based article in all areas of education would be as follows: 1. The manuscript should be precise and not more than 12-15 typewritten pàges, doublé spaced on A4 white paper and should include quoted materials and references. 2. The article must be preceded by an abstract of not more than 150 words typed single-line spaced. 3. Separate cover paper should indicate author’s/authors’ name, status and contact address. 4. Table and figures should be closed and logically presented and be included within thè 12-15 pages of A4 paper. 5. The reference should be in APA (American Psychological Associati on) format e.g. • Ogundele, B.O. and Farotimi, A.A. (2008). Effectiveness of Health Education Intervention on Knowledge of Strategies for Reducing HIV/AIDS related Stigma and Discrimination among Student Nurses in Lagos State. Ibadan Journal of Educational Studies. 5(1), 1-17. » Hameed, T.A. and Adebukola, K.T. (2008). Psychosocial Risk Factors as Predictors of Youth Violence among In-Secondary School Students in Minna, Niger State. Ibadan Journal of Educational Studies. 5(2), 1-27. 6. Titles of Journal should not be abbreviated. 7.. Materials submitted for publication in IJES should not be submitted for another Journal. 8. Articles which do not conformi to thè above specification will be retumed to thè author(s). 9. Submitted articles must be accompanied with a sum of Five Thousand Naira (N5,000:00) as assessment fee. 10. Articles are accepted throughout thè year but published twice a year- January and June. All correspondence should be addressed to: Editor-in-Chief Prof. S.O. Salami Ibadan Journal of Educational Studies (IJES) Faculty of Education, University of Ibadan, Ibadan, Nigeria. UNIVERSITY OF IBADAN LIBRARY List of Contributors Hamilton-Ekeke, Joy-Telu Department ofTeacher Education, Faculty of Education, Niger Delta University Wilberforce Island,. Bay elsa State, joytelu @yahoo. com, 07062332916 S.O. Salami Department o f Guidance and Counselling, University o f Ibadan, Ibadan, Nigeria profsosalamil@gmail.com K.R. Adeduntan Department of Guidance and Counselling, University o f Ibadan, Ibadan, Nigeria kikeola@g.mail.com, 08163148609 E.M. Ajala Department o f Social Work, University o f Ibadan, Ibadan, Nigeria majekajala@yahoo.com D.A. Adeyemo Department of Guidance and Counselling, University o f Ibadan, Ibadan Beatrice Iyabo, Komolafe Department of Guidance and Counselling, University o f Ibadan, Ibadan A.O. Falaye Department o f Guidance and Counselling, Faculty o f Education, University o f Ibadan, Ibadan, Oyo StaterNigeria jibsfalaye @yahoo. com S.C. Prabo Department of Guidance and Counselling, Faculty o f Education, University o f Ibadan, Ibadan, Oyo State, Nigeria sominaoyebade@ gmail. com, 08035386673 A.O. Egunjobi Abadina Media Resource Centre, Faculty of Education, University of Ibadan, Ibadan, Olusegunegunjobi@ Yahoo. Com, 08023298265/08052366719 I.A. Sangodoyin TESCOM, Oyo State, Nigeria, 08055305922 M.O. Ogundokun Department of Guidance and Counselling, University o f Ibadan, Ibadan, Nigeria. 08056049551, 07031374047 Esther Oyefeso Department of Special Education, University of Ibadan, Ibadan, Nigeria UNIVERSITY OF IBADAN LIBRARY A.O. Fadoju Department of Human Kinetìcs and Health Education, University oflbadan, [badati, Nigeria dokitafadoju@yahoo.com S. P.O.. Omoregie Department of Human Kinetìcs and Health Education, University oflbadan, Ibadan, Nigeria osaphil@yahoo.com, 08182787660 J.K. Mojoyinola Department of Social Work, Faculty o f Education, University oflbadan, Ibadan, Nigeria jkmojoyinola@yahoo.com.,+2348034670349 T. E. Ogunjobi Library Information and Documentation Department, Cocoa Research Institute o f Nigeria, Ibadan, Oyo State. teadeleke@yahoo.co.uk, 08057135650 or 0802349109 0 . 0. Fagbami Library Information and Documentation Department, Cocoa Research Institute of Nigeria, Ibadan, Oyo State. teadeleke@yahoo.co.uk, 08057135650 or 0802349109 T.G. Adegoke Department of Social Work, Faculty of Education, University o f lbadan, Ibadan, Nigeria thomasgadèfoke@ gmail.com, +2348034086320 1. Oladele Oladipo Department of Human Kinetìcs and Health Education, University o f Ibadan, Ibadan. John Qlusegnn Oyundoyin Department of Special Education, University of Ibadan johnoyundoyin @ gmail. com, john. oyundoyin @ mail. ui. edu. ng, +2348056981144 T.T. Aio Department of Special Education, University oflbadan Ismail Adesina Raji Department of Educational Management, University of lbadan, Nigeria A.A. Ojo University oflbadan, Nigeria. , O.A. Moronkola University oflbadan, Nigeria UNIVERSITY OF IBADAN LIBRARY G.A. Adelodun Department o f Special Education, University oflbadan, Oyo State, Nigeria, dradelodun2 @ gmail.com ‘Dele Olanisimi Department o f Counselling Psychology, la i Solarin University of Education ljebu-Ode, Ogun State, Nigeria Dokita2004@gmail.coni, 08066006465, 07037180076 UNIVERSITY OF IBADAN LIBRARY Contents Voi. 10, No. 1 1. Formai Education: An Imperative for thè Transformation of Nigeria 1 Socio-Cultural, Economie and Politicai Dimensions in thè Post ColonialEra Hamilton-Ekeke, Joy-Telu 2. Cognitive Styles and Family Structure as Predictors of Academic 13 Performance of Senior Secondary School Students in Ibadan North Locai Government Area of Oyo State, Nigeria Salami, Samuel 0. and Adeduntan, Kikelomo R. 3. Peace Education, Labour-management Relations and Workers’ Welfare 27 in Service-Oriented Organizations in Nigeria Ajala, E.M. 4. The Influence of Self-efficacy, Emotional Intelligence, Social Support 39 and Family Involvement on Academic Persisterne of Fresh University Students Adeyemo, D.A. and Komolafe, Beatrice Iyabo 5. Effect of Logotherapy on Sexual Risk-taking Behaviours among 53 In-school Adolescents in Rivers State, Nigeria Falaye, A. 0. and Probo, S. C. 6. Efficacy of Two ICT-Based Presentation Modes on Secondary 63 School Students ̂ .Cognitive Performance in Biology Egunjobi, A. Olusegun and Sangodoyin, I. Abiodun 7. Emotional Intelligence, Self-Esteem, Age and Gender of Learners 81 as Correlates of Academic Self-Efficacy of Secondary School Students from Ibadan, Nigeria Ogundokun, Moses Oluwafemi 8. Effects of Permissive and ADIMA Methods on Basic Science and 93 Technology Performance of Pupils with Mild Intellectual Disability in Ibadan, Oyo State Oyefeso, Esther 9. Effects of Two Modes of Skill Acquisition on Accurate Performance 103 of Penalty Kick among In-School Male Adolescents in Ibadan Municipality after an 8-Week Skill Practice Fadoiu. A.O. and Omoresie. S.P.O. UNIVERSITY OF IBADAN LIBRARY Gifted and Talented Educatimi and Frocednres for its Promotion in thè Community Adeìodim, G,A. University oflbadan, Faculty ofEducation, Department of Special Education, Ibadan, Oyo State, Nigeria, e-mail: dradelodun2@gmail.com Abstract The idea of education of thè gifted is not new in thè world. It.dates back to thpusands of years. Despite thè fact that there is a strong need to build awareness of thè purposes for gifted programmes and thè special needs of thè students these programmes serve, developing solid advocacy effort for gifted programmes has beeo an overlooked area in thè fieìd. Public awareness could rescue gifted programmes from budget cuts and benign negléct by gathering much needed support, and parents can play a vital role in communicating with thè pubìic thè necessity of maintaining appropriate educational experiences for gifted students. This paper specifically examined thè historical perspective to Gifted and Talented Education, various definitions of giftedness, commonly used terms in Gifted Education, what makes a child Gifted or Talented, tire reasons why Gifted programmes need community support, thè issue-of Equity versus Excellence and recmiting ofteachers. Keywords: Gifted, talented, procedure, promotion, community. Introduction Historical Perspective to Gifted and Talented Education Giftedness as a gìft>from thè Almighty exists on this earth since its very inception (Okiki, 2011). The invention of fire, use of stones, woods and other available raw materials for makisg weapons for himling, using vegetation for thè food requirements may he counted as some highly creative acts on thè pari of thè gifted and genius of thè primitive civilizations, However, during these days and many years afterwards, all efforts at defming, understanding and nurturing giftedness were culturally and socially bound, that is, what was needed by thè society for its survival or progress became a target achieved through thè nurturing of giftedness among thè children (Adebayo, 2010). For example, Roman and Greek empires emphasized thè identificati on and nurturing of thè fighting taìents of their citizens in thè need of warriors. The history of other nations aìso reflects testimonies of sudi realities. Pandavas and Kauravas of thè legendry Mahabharat in India were well spotted for their hidden giftedness or talent by Dronacharya, their teacher. In accordance thereby, Arjuna was trained to bave excellence in archery, Bhima and Durvodhan in Gadayudha and Nakul and. Sahdeva in sword war. In thè later years also, we bave example of Chandra Gupta, who was well spotted by Chankaya in his early childhood as a talented boy for being tipped as a great king in future. In this way, we may bave enough evidences that thè giftedness UNIVERSITY OF IBADAN LIBRARY 194 IJES (2013) Val. 10 and talents in one or thè other field were very miich encouraged and appreciated throughout thè globe (Ayeni, 2011). However, in thè shape and form as we know thè giftedness nowadays it may be traced to have its beginning in thè later part of thè 19th century after thè publications of thè well-acknowledged Works namely, “Hereditary Genius” by Sir Francis Galton in 1869 and “The Man of Genius” by Cesare Lombroso in 1891. It was through these publications that thè nature and traits of thè gifted or genius were used in their definitions and identification. In thè later years, a new impetus was given to thè definition and identification of giftedness with thè advent of thè concept of intelligent quotient (IQ) and its measurement through thè intelligence tests. The First one to have credit for thè advent of intelligence testing ih 1905 was Simon Binet. Binet and his testing device soon became quite popular and as soon as thè Stanford Binet intelligence scale was published in 1916, a significant number of schools in thè USA began to adopt intelligence testing as a standard and primary means of identifying gifted children. Lewis (2010), another contemporary psychologist, provided further support for thè use of intelligence testing in thè identification and labelling of thè gifted and genius. He carried out a longitudinal study by tracking 1,500 individuate whose IQs were above 140 (his criteria of labelling a person having 140 IQ and above as genius). He got thè result of his studies published as, “Genetic Studies of Genius”. During these years, thè concept of intelligence and thè use of IQ for identifying giftedness got challenged by J.P. Guilford through his three- dimensional model of intellect providing an appropriate analysis and categorization^f mental processes. He emphasized through his findings thè need to look beyond thè traditional concept of intelligence and see IQ score as a small sample of mental abilities.^ Consequently, thè concept of giftedness and its measurement, could not remain limited to thè boundaries of IQ and its measurement. It ateo began to be realized that giftedness is not merely limited to thè relatively high performances in thè intelligence or academic achievement tests (Adebayo, 2010). The high performers in these tasks may be referred to only as intellectually-or academically-gifted individuate. But then, what could be said about those individuate who possess remarkable abilities in other pursuits or areas of life like arts, music, dance, cricket, tennis, piano, leadership abilities etc? Can someone ignore thè immemorial contributions, achievements and performances of these world renowned artists, sport personalities, social reformers and leaders of thè masses in thè history of man and its deeds? Surely, one could not and it therefore, becomes necessary to seek enlargement of one’s concept regarding giftedness. As a result, besides one’s higher IQ (for example, scoring top 2% on standardized test of intelligence) and consistently remarkable performance measured through some appropriate achievement tests in thè academic subjects, attempts made in having appropriate appraisal of one’s consistently remarkable UNIVERSITY OF IBADAN LIBRARY Adelodun, G.A.: Gifted and Talented Education andProcedures for its Promotion in thè Community 195 performance in one or thè other potentially-valuabie area seemed worthwhile to thè welfare of thè society and quality of living (Witty, 1951, Havighurst, 1958). Thus, it led to thè evolution of ànother additional concept named “talent”, besides giftedness referring to one’s. speci alized ability in a specific field such as music, art, language or leadership. Consequently, as we would be witnessing through thè definition stated earlier, quite a wider outlook about thè notion and concept of thè giftedness of our children has been developed. We now have many names for gifted children in thè form of talented, genius, precocious, prodigy and creative etc. Befinition of Giftedness The terms giftedness and gifted children as specified above in thè historicai evolution, have a quite comprehensive and wide meaning instead of being merely confined to thè measurement of IQ or achievement in academic subjects. One can be acquainted with its wider notion through thè help of some well- acknowledged definitions of thè term “gifted children”. Some of thè definitions are highlighted below: Havighurst (1958): The talented or gifted child is one who shows consistent remarkable performance in any worthwhile line of endeavour. Prem Pasricha (1969): The gifted child is one who exhibits superiority in generai intelligence or thè one who is in possession of special abilities of high order in thè fields which are not necessarily associated with high intelligence quotient. — , Sidney Marland (1972): Gifted and talented children are those identified by professionally-qualified persons, who by virtue of outstanding abilities are capable of high performance. There are children who require differentiated educational programmes and Services beyond those normally provided by thè regular programme in order to realize their contribution to self and society. Children capable of high performance include, those with demortstrated achievement and/or potential ability in any of thè areas like generai intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability and visual and performance arts. Gifted and Talented Children’s Act o f 1978, USA: Gifted and talented children are those “possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in thè performing of visual art, and who by reason thereof require Services or activities not ordinarily provided by thè school”. UNIVERSITY OF IBADAN LIBRARY 196 IJES (2013) Voi. 10 Renzuiiì (1973): While taking into consideration three basic ciusters of human traits namely, above average generai intellectual abilities, a high ievel of task commituient, and creativity, thè term gifted and talented children refers to those “possessing or capable of developing this composite set of traits and applying them to any potentini valuabìe area of human performance. Children who manifest or are capable of developing an interaction among thè three ciusters require a wide varietv of educational opportunities and Services that are not ordinarily provided through regalar instructionaì programme.” In thè light of thè discussions carried out earlier, lo understand thè meaning of thè term “gifted children”, one can accepi a workable definition of this term in thè words below: Gifted and talented children are those children who are found to possess or demonstrate a consistent remarkable performance in any worthwhile area of human activities (including intellectual and academic ones) capable of making them quite exceptional and special in comparison to their age peers and thereby requiring special provisions in terms of their care and special education for helping them in their adequate adjustment and actualization of their : potentfaìities or talents for their own welfare and thè society. At this juncturè, it is essential to make a clear-cut distinction between giftedness and talentedness. Giftedness is broader than talentedness in thè sense that thè talent of a person is always made manifest in a specific area. For example, somebody may have thè talent lo play football. However, giftedness is often a demonstrated achievement and/ór potential ability in any of thè foìlowing tiv:e" areas namely: intellectual, academic (discipline-specific), psychosocial/leadership, creative and visual and performing arts. Commonly useid Terms in Gifted Education There are some terms that aio frequently used in gifted education which include thè foìlowing: Differentìation: Modification of a gifted student’ s curriculum to accommodate his/her specific needs. This may include changing thè content or ability Ievel of thè material.. Affettive Curriculum: A curriculum that is designed to teach gifted students about emotions, seif-esteem, and social skills. This can he valuabìe for all students, especially those who have been grouped with much older students, or who bave been rejected by their same-age but academically typical peers. Heterogeneous Grouping: A strategy that groups students of varied ability, preparedness, or accomplishment in a single classroom environment. Usually, this terminology is applied to groupings of students in a particular class, UNIVERSITY OF IBADAN LIBRARY Adelodun, G.A.: Gifted and Talented Education and Procedures far its Promotion in thè Community 197 especially in elementary school. For example, students in primary five would be heterogeneously grouped in Mathematics if they were randomly assigned to classes instead of being grouped by demonstrated subject mastery. Heterogeneous grouping is believed to provide a more effective instructional environment for less-prepared students. Homogeneous Grouping: A strategy that groups students by specific ability, preparedness, or interest within a subject area. Usualìy, this terminology is applied to groupings of students in a particular class, especiaily in elementary school. For example, students in primary five would be homogeneously grouped in Mathematics if they were assigned to classes based on demonstrated subject mastery rather than being randomly assigned. Homogeneous grouping can prò vide more effective instruction for thè most-prepared students. Individualized Education Programme (IEP): A written document that addresses a student’s specific individuai needs. It may specify accommodations, materials, or classroom instruction. IEPs are often created for students with disabilities, who are required by law to have an IEP when appropriate. Most States are not required to have IEPs for students who are only identified as gifted. Some students may be intellectually gifted in addition to having leaming and/or attentional disabilities, and may have an IEP that includes, for instance, enrichment activities as a means of alleviating boredom or frustration, or as a reward for on-task behaviour. In order. to warrant such an IEP, a student needs to be diagnosed with a separate emotional or leaming disability that is not simply thè result of being unchallenged in a typical classroom. These are also known as individuai programme*pìans, or IPPs. Enrichment: At thè primary school level, students spend all class time with their peers, but receive extra material to challenge them. Enrichment may be as simple as a modified assignment provided by thè regular classroom teacher, or it might include formai programmes such as Odyssey of thè Mind, Destination ìmagination or academic competitions such as Brain Bowl, Future Problem Solving, Science Olympiad, National History Day, Science Fairs, or spelling bees. This work is done in addition to, and not instead of, any regular school work assigned. Critics of this approach argue that it requires gifted . students to do more work instead of thè same amount at an advanced level. On thè secondary school level sometimes, an option is to take more courses like English, Computer, French, Technical Drawing, Science, etc., or to engagé in extra-curricular activities. Some perceive there is a necessary choice between enrichment and acceleration, as if thè two were mutually-exclusive altematives. However, other researchers see thè two as complements to each other. UNIVERSITY OF IBADAN LIBRARY 198 IJES (2013) Voi. 10 What makes a Child Gifted or Talented? Nature versus nurture has been a quite controversial and debatable topic in deciding what makes a child gifted or talented in terms of spreading thè fragrance of his giftedness or talent (Adesoji, 2012). Actually, it has been made controversial by making thè giftedness synonymous to one’s intellectual potential, that is, IQ measured through one or thè other intelligence tests. With thè help of thè data collected through thè administration of these intelligence tests, researchers and scholars have been asserting their own point of views, holding heredity or environment responsible for thè giftedness or talent of thè individuai. We must not forget that what we test through our available intelligence is not by any means, a test for one’s innate ability or intellectual potential. An intelligence test or battery of intelligence tests, however good it may be, tests so many things acquired by thè examinee besides his intellectual functioning. Therefore, to conclude from thè results derived through IQ measurement about thè inheritance or acquired of giftedness is not at all appropriate. Moreover, giftedness is not merely limited to intellectual or academic superiority, it covers and it is defined in terms of a consistent remarkable performance in any worthwhile line or areas of life (Assowine, 2005). The testing of such performance in one or thè other areas of life is possible only after a reasonable time after one’s birth resulting in leaming or experiencing a lot before thè demonstration of performance for its consistent evaluation. Therefore, what we get through thè evaluation of one’s performance in thè area of one’s giftedness_or talent is not thè evaluation of inherited or innate potential but a net result of theìhteraction of one’s innate gifted potential with thè conditions or factors available in one’s environment. It is therefore, not at all possible on our part to have any asseksmfent of one’s innate potential or gift of thè superpowers or heredity contributi on in its true form (even after working with identical twins). In fact, it is not possible to separate thè combined effect of heredity and environment on thè growth and development of any aspect of one’s personality, particularly with thè realization that thè environmental forces begin to play their role right from thè conception of thè child in thè womb of thè mother and we do not have any instrument for measuring thè giftedness or talent right at thè time of thè conception of thè child. Therefore, as a matter of assessment, one’s giftedness or talent should always be viewed as thè joint contribution of one’s heredity and environment. Why Gifted Programmes Need Community Support The educational needs of thè nation’s gifted students continue to be a controversial topic. The generai public holds many different attitudes and beliefs relating to gifted and talented students, unfortunately, there are also a number of misconceptions about gifted students. Some of these misperceptions are: ® they need no special programming, that they will succeed anyway; ® their families are always supportive; UNIVERSITY OF IBADAN LIBRARY Adelodun, G.A.: Gifted and Talented Education and Procedures far its Promotion in thè Community 199 © they are not aware of their difference unless they are identified as gifted; and ® they enjoy being examples for other students; they prefer social isolation. These common misconceptions are directly related to thè lack of knowledge many have about thè characteristics and educational needs of exceptional students. If we hope to build and maintain community support for gifted programmes, we must increase thè awareness in thè community, of thè unique needs and qualities of gifted students as well as, thè benefits of gifted education programmes so we can: ® resolve thè equity versus excellence debate; ® dispel myths about gifted students; ® locate and maintain funding sources for gifted education; ® recruit teachers into thè field of gifted education; and ® create policies ancl/or mandates for gifted education. Equity versus Excellence Advocates of gifted education need to address thè “Equity vs. Excellence” issue. Many community members perceive gifted programmes as elitist. However, it is neither fair nor reasonable to provide equal educational programming and hold equal expectations for all students, regardless of their abilities. By providing enrichment and acceleration experiences for gifted students, we are providing them with what they need, not superfluous or unnecessary education. Helping thè community see and value thè educational needs of gifted and talented students will help generate support for their special programming requirements. Dispel Myths It is vital that advocates dispeTthe myths associated with gifted students. Several of thè more common myths are: (1 ) It is undemocratic to give special attention to thè gifted: This myth relates to thè equity excellence debate. All students should receive educational programming that is appropriate to their needs and abilities. (2) Gifted students will do well on their own: Gifted students need special educational programmes to meet their cornplex leaming needs. Without special considerations, these students may not reach their full potential. (3) Gifted students should strive to be part o f thè mainstream: Our country was founded on thè premise that all individuai would develop their naturai talents for thè benefit of society. We should not be satisfied with mediocrity when excellence and preeminence are necessary to compete in thè ever-changing world market place. (4) Gifted students in special programmes will have social-emotional problems: The reverse of this myth is probably more often true. If gifted students do not receive thè necessary enrichment experiences they need, social-emotional discontent mav surf ace. UNIVERSITY OF IBADAN LIBRARY 200 IJES (2013) Voi. 10 Improve Understanding Educating thè generai public about thè characteristics and needs of gifted students is of utmost importance in gaining community support. Presenting clear facts and information relating to current research can help improve thè public’s knowledge and perceptions of gifted children and thè programmes that serve these unique students. Enhancing community support for gifted education will help locate and maintain fmancial support for gifted programmes. Funding for gifted education is limited, with additional budget cuts occurring from year to year. In order to keep gifted programmes appropriately funded, it is imperative that we improve public opinion and awareness of thè benefits of quality educational options for gifted students. As tax payers, citizens play a cruciai role in thè appropriati on of funds for various programmes that affect gifted education. As stakeholders in thè System, these same community members need to be made aware of thè impact appropriate gifted programming can have on both students and thè community as a whole. Recruit Teachers Strong public support will encourage teachers to join in thè field of gifted education and to sustain, perhaps increase, thè number of teachers pursuing degrees and certification in gifted education. It is essential that student-teacher ratios be kept ìow in thè gifted classroom to ensure that thè needs of these exceptional students can be adequately addressed. Whenever teacher units are cut, class size grows. Continued public support can assist in recruiting and maintaining quality teachers for gifted students. Finallyrpablic endorsement is desperately needed to advocate for state mandates for gifted education so that appropriate educational opportunities can be assured for all giftechgtudents. Again, citizens play a vital role in developing and establishing policies relating to education. Continued legislative support is needed to ensure a certain future for gifted education. Parenting Strategies to Promote Giftedness in Children Gifted students tend to be motivated when they find a task meaningful, believe that they have thè skills to do it, and find their efforts supported by those around them, particularly thè parents. Parents can try thè following approaches to promote giftedness in their children. ® Talk about their children’s giftedness with them by helping them recognize that they are continually changing and growing and that they have a hand in their own accomplishments and growth. ® Document their children’s growth by saving their school work or videotaping them performing various tasks and sharing these items with them later. The children will be impressed with how much progress they have made. UNIVERSITY OF IBADAN LIBRARY Adelodun, G.A. : Gifted and Talented Education and Proceduresfor its Promotion in thè Community 201 • Help them understand that challenging situations are opportunities to acquire or improve skills and that encountering difficulty does not mean that they are not intelligent. . . • Help children recognize thè part that effort has played in their growth by complimenting them with specific examples. ® Create opportunities for their children to internet with role models. Students’ expectations are based on thè experiences of their parents and role models. ® Discuss cause-and-effect relationships with their children. In particular, parents can counsel children faced with difficult situations on how to change thè environment to fit their needs, how to achieve. success by adjusting to thè existing environment, or when to let go of a fruitless idea or hopeless situation. Conclusici! There are several reasons why parents make excellent ambassadors for spreading thè word about gifted educati on. Parents are a primary, direct link between thè school and thè generai community. This link can be nurtured and strengthened to become a vital and valuable resource. In addition, parents of gifted children have first-hand experience with thè characteristics of gifted children and youth; they can influence other parents; they can make issues relevant and clear to thè generai public; they may have direct contacts with those in influential positions at thè locai, state, or national level; school administrators listen to parents; and parents can network to pool their skills for formulating an effective public-refations pian. While parents can be an excellent connection with thè community, to be an effective advocate it is necess-afy to become well informed about thè issues and policies relating to gifted education within thè locai school districts and state. Thorough research to acquire a strong knowledge base on concems relating to gifted education will enhance accurate communication with thè public. Misinformation will do more harm than good. Below are some more guidelines and activities: ® Speak out on behalf of gifted and talented children and appropriate educational programmes and Services. ® Be sure to stay on top of developments in your locai school budget and curriculum planning decisions. It is always easier to have an impact on key decisions before they are made, rather than trying to undo unfavourable determinations. ® Advocate as individuai parents and join others as well. ® Check to see if there is a locai organization in your area already working on these issues. ® Check with your state gifted-education organization. They may know of activists in your area. UNIVERSITY OF IBADAN LIBRARY 202 IJES (2013) Voi. 1.0 ® Offer to work with thè state association on issues in thè state capitai and in Washington, DC. ® Consider starting your own locai group to work with pare;ds, teachers, and your locai schools board. • Help make sure that gifted-education programmes and Services in your area, as well as students’ activities and competitions, receive coverage in your locai paper. The public gets.behind locai success stories! References Adebayo, C.O. (2010). Education of thè gifted: Significant trends in R.J. Morris; and Blatt (Eds.) Special education: Research and trends. New York: Pérgamon Press. Adesoji, E.A. (2012). Gifted and talented children: Practica'l prògramming far teachers and principals, Arlington: VA. Council for Exceptional Children. Assordine, S. (2005). Developing math talenti A guide for educating gifted and advanced leamers in math, Waco, TX: Pmfrock Press. Ayeni, B.A. (2011). Growing up gifted: Developing thè potential of children at home and at school (4th ed.), New York: Macmillan. Broecher, J. (2005). Hochintelligence Kreativ begaben. Application of thè High/Scope Approach and Renzullrs Enrichment Tri ad Model to a German Summer Camp for thè Giften. Cesare, S. (1891). The top 10 events in gifted education, Gifted Child Today, 22 (6), 7. Galton, F. (1869). Science and its Times, Gale Group, 5: 1800 - 1899. Gifted and Talented Children’s Act of 1978 USA, (1978). Washington DC: Federai Register^ Havighurst, RT (1958). In N.B. Henry (Ed.) Education for thè gifted, fifty seventh yearbook ofnational society for thè study of education, No. Il, Chicago: University of Chicago Press. 't*'- ~55* Lewis, B.A. (2010). Serving gifted and talented students: A resource for school personnel pp. 124 - 160, Austin Tx: Pro-ED. Marland, S. (1972). Education ofthe gifted and talented iReport to thè Congress of thè United States by thè US Commission of Education). Okiki, T.O. (2011). Mental and physical traits of a thousand gifted children, Stanford California: Stanford University Press. Prem, P. (1969). Educational psychology, Delhi: University Publishers. Renzulli, J.S. (1978). What makes giftedness? Re-examining a definitìon, Phi Delta Kappan, 61, pp. 180- 184. Witty, P.A. (1951). The gifted child, Boston: Heath. UNIVERSITY OF IBADAN LIBRARY