Media, Behavior, and Gifted Education Equity in Special Ed

Media Influence on Children with Emotional and Behavioral Disorders

When examining the influence of media on the behavior of children and youth — particularly those with emotional or behavioral disorders — several important points deserve attention. Children and youth with emotional or behavioral disorders may be especially susceptible to imitating behaviors seen in various media, including television, movies, and video games (Hallahan et al., 2022). The following two examples illustrate how media can affect young people's behavior, along with possible solutions for parents and educators.

Normalization of Aggression

Media often portrays aggression and violence as acceptable responses to conflict, which can be particularly influential on children with emotional or behavioral disorders who may already struggle with aggression and hostility. Regular exposure to violent content can normalize such behavior, making it more likely that these children will imitate what they see on-screen.

Parents and teachers can intervene by monitoring and controlling the type of content these children are exposed to. Implementing strict guidelines about what is watched, and discussing the real consequences of violence, can help mitigate its normalization. Educational settings can also incorporate programs that teach alternative, non-violent ways of handling conflicts, reinforcing these lessons through role-playing and social skills training (Hallahan et al., 2022).

Social Isolation and Excessive Media Use

Excessive media use — particularly social media and video games — can lead to social isolation. For children with emotional or behavioral disorders, this isolation can exacerbate symptoms such as depression and withdrawal, reducing opportunities to develop necessary social skills (Hallahan et al., 2022).

Encouraging participation in structured social activities can help address this problem. Schools and community centers can offer clubs, sports, and other group activities that match a child's interests while also requiring cooperation and interaction. Parents and teachers can set limits on screen time so that media use does not replace face-to-face interaction, and can instead schedule regular social interactions that build and enhance social skills.

To address these challenges more broadly, it is important for parents, educators, and caregivers to take an active role in mediating the relationship between media and children, especially those with emotional or behavioral disorders. Implementing comprehensive behavioral support systems in schools — including social skills training — along with active parental engagement in media education, can serve as effective strategies to reduce negative media influences and promote positive social development.

Is Gifted Education Elitist?

The proposition that gifted education is elitist and helps protect the social power status quo raises important considerations about equity and access in educational systems. The debate centers on whether gifted education primarily reinforces existing social hierarchies by privileging those who are already advantaged, or whether it is a necessary provision for meeting diverse educational needs.

One major argument in favor of the proposition is that gifted education can be seen as elitist because it often benefits students who already possess socio-economic advantages. According to Hallahan et al. (2022), the identification of gifted students frequently relies on criteria that may favor students from certain backgrounds. This includes performance on standardized tests, which can be influenced by access to resources such as tutoring and enrichment activities that are more readily available to students from wealthier families. Additionally, the lack of a clear, universally accepted definition of giftedness can lead to the subjective selection of who benefits from these programs, potentially excluding equally capable students due to biases or insufficient resources (Hallahan et al., 2022).

Conversely, proponents of gifted education argue that it is not inherently elitist but rather a necessary differentiation to meet the educational needs of all students. Hallahan et al. (2022) discuss the necessity of providing appropriate challenges to students who perform at the highest levels — an approach analogous to providing accommodations for students with disabilities. They argue that failing to do so can result in underachievement and disengagement from school. Furthermore, gifted programs that are thoughtfully designed and implemented can potentially recognize and foster talent from diverse backgrounds, including historically underrepresented groups, provided these programs are accessible and equitably resourced.

Conclusion

Gifted education can be perceived as elitist and as reinforcing the social power status quo, but the reality is that it fundamentally aims to address educational needs that are as legitimate as any other special educational needs (Vakeva et al., 2022). The challenge lies in ensuring these programs are accessible and equitable, actively working to dismantle rather than reinforce existing educational inequities. Through redefining how gifted students are identified and supported, these programs have the potential to become transformative rather than exclusionary.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional Learners: An Introduction to Special Education.

Väkevä, L., Westerlund, H., & Ilmola-Sheppard, L. (2022). Hidden elitism: the meritocratic discourse of free choice in Finnish music education system. Music Education Research, 24(4), 417–429.