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Hberts 2011 Chapter Two in discussing some of the social and emotional characteristics of the gifted inadvertently highlights two major conflicts in the education system today Firstly outside of academias pedagogical focus on gifted education school-level administrators and curriculum designers to a large extent seem to lack a thorough understanding of the traits of giftedness and how those characteristics may manifest themselves in behaviors and concomitant issues such as those outlined in the tables by Clark 1997 as well as those by Reis and Small 2001 While administrators counselors and faculty members easily identify such students as naturally high-achieving and are likely to support such qualities as they benefit the school in raisingmaintaining its School Performance Score or coordinatingsupporting its extracurricular organizations they are less likely to support gifted students in enhancing their overexcitabilities or in managing the concomitant psychological issues and physical behaviors This selective emphasis without regard for the whole student could ultimately lead to exploitation of the most fragile segment of students Where the No Child Left Behind program would have succeeded as a true ethos instead settling in as an unrealistic idealistic aspiration in the utilitarian nature that dominates the school environment gifted children are often sacrificed because recognized for their internal locus of control they are most likely to be trusted to work alone while at the same time being most in need of a close relationship with a trusted mentor The lack of understanding and compassion on behalf of administration counselors or faculty especially when gifted children are placed in inclusion settings in on-level classrooms can result in the display of the concomitant problems as outlined by Christensen 2013 For gifted students with an innate internal locus of control and tendency towards perfectionism whether self-oriented or other-oriented the misunderstanding and resulting conflict may be magnified in ways described by Buck as cited in ChristensenThis internal locus of control raises a second area of potential strife in the education system
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