The quality of education will be enhanced with this new model. The revised model is specifically designed to meet the needs of students with a gifted designation, and to provide service above and beyond, as mandated by the Ministry of Education.
Segregating gifted students and individuals with diverse needs amongst themselves was a practice that was supported in research from the 20th century, however that research is decades-old and therefore out of date. Recent international peer-reviewed research shows learners with a gifted designation thrive in a regular classroom setting where learning is tailored to meet the needs of everyone in class. How students are taught has evolved over the years and the MACC program should evolve with it.
Furthermore, by going to their catchment school and an enrichment centre, the revised program will offer students different learning environments which will also help them to develop skills to successfully navigate the world outside of the school setting.
The shift in service delivery would also allow students to maintain connections with their catchment school friends while meeting new students at the proposed gifted enrichment centre, something the current MACC model does not allow. The revised model develops a student’s problem-solving, social and inter-personal skills, all the while providing an enriched curriculum. The current model excludes students from receiving additional supports because they are segregated in a program. With the introduction of GEC, students will have access to more supports and different programing options than before. For instance, students can attend both GEC and social emotional learning programing, whereas the current MACC students could only attend one or the other.