Most people are asking these fair questions. Why differentiate a curriculum? Are gifted and talented students more important than average students are? However, the "one size fit all" curriculum rarely delivers what provisions it claims. All students should be given an opportunity to develop to their full potential. For most students the regular classroom presents and provides appropriate challenge. For gifted students special provision must be made in a regular classroom if they are to have the same exciting and challenging learning experiences as their classmates.
This research is qualitative as opposed to quantitative because it focuses on understanding the complex interrelationships involved in the case whereas quantitative researchers have looked for explanation and control. In order to genuinely, differentiate curriculum for the gifted and talented students the teacher has to modify the followings: learning environment, content, product and process.
. Three of the teachers participating in the research portrayed an atmosphere of where the teachers are high-handed and absolutely controlled the curriculum product, environment, process and content for the student. Learning activities were teacher centered as opposed to student centered. On the contrary, one of the teachers allowed a bit of student-centered, choice, negotiation and encouragement in the curriculum.
Another result that has come to light or apparent and visible in this research is that curriculum differentiation does not completely mean 'doing it differently' or 'doing something different or better' for only the gifted meaning having a holistic and inclusive approach to teaching. The result points that, adapting an inclusive and a holistic approach will mean that the teacher is sensitive to the needs of every student including gifted students as well non-gifted students.