Research Paper on:
Exceptional or Gifted Children and Tracking or Grouping

Unformatted Sample Text from the Research Paper:
The challenge is still, of course, a major dilemma. Gifted children often feel left out. They are years beyond their peers and do need intellectual stimulation which they may not  find when lumped in with the rest of the group. At the same time, discerning just who is gifted, and who is not, is rather controversial and subjective. Where does  one draw the line? Further even if one were to find the truly gifted, would it be in their best interests to pull them out of classrooms to receive higher  level education, or is it better to leave them alone so that they can socialize with peers? There are no easy answers, but tracking does seem to provide at least  a plan to deal with the very bright who do not seem to fit in well with the mainstream. In general, most exceptional children are placed into some sort of  special education program, whether it is a "pull out" type or a full gifted education plan. However, special education has been challenged in a very general sense. According to one  report from the Council for Exceptional Children, present conditions in special education seem to be pushing the field into a crisis situation ("Report," 2001). The problems noted by the report  suggest that the system is overwhelmed; it has high caseloads and large amounts of paperwork (2001). The report goes on to say that there is not much time for  individual instruction and little time for collaboration, and there are unqualified teachers instructing students with disabilities (2001). Both gifted children and children with disabilities need special instruction. Yet, even  if one were to accept the idea that exceptional children are best off in special classes, the system appears to be overwhelmed. The report contained a great deal of recommendations,