Certainly to identify and attempt to enhance any student’s capabilities is not elitist. If that is the way we are going to approach the growth of children and the educational process, then, it is elitist to have sports programs that allow those with more physical talent to get more attention, and, ultimately, free education at the college level.
I would go so far as to say that failing to care about the talents of children is an attempt to sell a sorry theory that children will only succeed if they are treated as lemmings on a conveyor belt to be part of a “one-size-fits-all” end product; further, this position adds insult to injury by failing to understand that to fail to acknowledge the need for gifted research panders to the concept of the “lowest common denominator” in teaching; which fails society. Indeed, it may take a village to raise a child, but, who wants their child sent to the garbage dump to be raised?
There are two types of programs for the academically and talent-laden child. One is public; one is private. I have seen them both be abused and, I have seen them succeed.
The public program I am aware of was instituted to create a forum for singers and dancers; a fine arts program as it were. This was primarily for very poor children. Grades were changed so that these students could complete certain experiences. Teachers complained about being “strong-armed” by the principal to give passing marks to failing students.
We had a private, academically gifted school, in our city. It was definitely elitist. There was no way that the average poorer student could afford the tuition. It closed a few years ago due to parental “over-involvement”.
No, programs for talented kids are not elitist. The way that the programs are run can be elitist; but trying to help kids “be all they can be”, is not elitist.
The biggest mistake we make with our approach toward education is to isolate concepts. What I mean by that is, for example, academically gifted children often have problems with Attention Deficit Disorder (ADD). Many gifted programs have to learn to deal with this issue in the classroom. I am aware that fast-paced teaching is one way it is dealt with. So, why isn’t this information shared with teachers of children who aren’t gifted? In other words, isn’t it conceivable that all kids with ADD, no matter what their I.Q. may be, benefit from this research and application?
Further, when children have other talents; whether they are physical, musical, or, they have a penchant for drama, doesn’t it make sense to examine what they were exposed to in their childhood that may have encouraged or enhanced their growth? It may not always be true that it is just “in the genes”.
The talents that children bring with them are precious. They are a resource to the child, but, also, they are a resource to our society. Ignoring them would be the same as putting a match to a private oil reserve, as well as discontinuing the search for additional reservoirs.
Can gifted programs be elitist? Yes. Are gifted programs innately elitist? No.
We have a responsibility to help those with gifts develop them, but, we also have a responsibility to share what we learn from these gifted programs with all other students so that every child’s potential is reached.