"Pull Outs" are enrichment opportunities that take place outside the general education classroom, typically 1-2 hours each week. The notion that pull outs serve as a working gifted education model is problematic according to Clark (2008)
- Enrichment intervals are typically too few and far between, usually only 1-2 hours per week.
- Poor communication between enrichment providers and classroom teachers; interferes with curriciulum continuity; Rogers (2002).
- No "real curriculum differentiation" is provided within the pull out; it is a one size fits all approach and does not accommodate varying levels of ability.
Teachers might consider "small flexible in class groups" over "Pull Outs"; where curriculum differentiation can be better managed for all levels of ability. See "Small Flexible (within class) Goups" in the footer section.
Clark, B. (2008). Growing up gifted. Pearson Education Inc. Upper Saddle New Jersey.
Renzulli, J. S., & VanTassel-Baska, J. (1987). Point-Counterpoint: The Positive Side of Pull-Out Programs and The Ineffectiveness of the Pull-Out Program Model in Gifted Education: A Minority Perspective. Journal For The Education Of The Gifted, 10(4), 245-69
Belcastro, F. P. (1987). Elementary Pull-Out Program for the Intellectually Gifted--Boon or Bane. Roeper Review, 9(4), 208-12.
Rogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az.