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Giftedness as a Social Construct


by Mara Sapon-Shevin 1987

Two assumptions underlying gifted education are considered: (1) that gifted children are empirically identifiable; and (2) that the needs of gifted children differ significantly from children in general. Equity issues are addressed, and possible ways of interpreting equality are presented. (Source: ERIC)


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Cite This Article as: Teachers College Record Volume 89 Number 1, 1987, p. 39-53
http://www.tcrecord.org ID Number: 533, Date Accessed: 12/17/2017 4:26:34 PM

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About the Author
  • Mara Sapon-Shevin
    University of North Dakota, Grand Forks

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