Individualized learning model of gifted children in acceleration–inclusion setting
DOI:
https://doi.org/10.37134/bitara.vol10.6.2017Keywords:
Individualized Learning, Gifted Children, Acceleration- Inclusion SettingAbstract
This research aims to develop individualized learning model of gifted children in “acceleration-inclusion” setting. The problem is how the individualized learning model of gifted children in acceleration-inclusion setting could be effectively applied. This study uses a mixed method research design with research and development approach and sequential mixed method strategy. It includes a three-stage procedure by Borg and Gall (1989). The first stage entails conceptual and empirical study related to the learning context of gifted children in the acceleration-inclusion setting at Al-Mabrur Elementary School, resulting in the formulation of a hypothetical model of individualized learning of gifted children in acceleration-inclusion setting. This model is established based on the assessment and basic elements of independent study. By means of the validation of content and practicality that involved experts and practitioners and revisions, the overall model of individualized learning of gifted children in acceleration-inclusion setting is tested in the next two stages, the test of applicability and the test of effectiveness.
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