The philosophy of Talent Development is based on principles found in the Bible. We believe that the Word of God has the answer to all of life’s problems and thus should be the basis for all education. To learn how to test for your child’s talents and develop a program to assist them in their homeschool education, contact us today at 828-435-0670, or you may live chat with us, just click on the orange button on your screen.
As Christian parents we must see that our children have the benefit of a Christian education. If our children have special educational needs, they still should have access to a Christian education. Until recently, there has been very little available within the Christian school movement for the child with special needs. It is for that reason we are writing this booklet. We hope to share with you, the reader, the necessary steps for building a truly effective Talent Development program within your Christian school.
Isaiah 54:13 contains this command: “And all thy children shall be taught of the Lord and great shall be the peace of thy children.” This verse includes every child and thus, so should our school ministry. Developing a Talent Development division takes time and though our final goal is to minister to all children, it may take several years to reach that goal.
Concerning how and when our children should begin instruction, Isaiah 28:9-10 is quite clear.
“Whom shall he teach knowledge? and whom shall he make to understand doctrine? them that are weaned from the milk and drawn from the breasts. For precept must be upon precept; precept upon precept; line upon line, line upon line; here a little and there a little.”
According to this Scripture, instruction should begin between the ages of two and five. The subjects covered should be knowledge (academics) and doctrine (God’s precepts). The method of instruction is that of logical sequential lessons. These same principles are applicable with the Talent Development student, but more time is required for the mastery of basic skills.
The school is the secondary educational influence in the child’s life. Scripturally, parents are the primary educators, the father being held accountable for the major portion of the instruction. Deuteronomy 6:6-9 and 11:18-20 are clear concerning the continuity of instruction necessary in educating children.
“And thou shalt teach them [God’s laws] diligently unto thy children, and shalt talk of them when thou sittest in thy house, and when thou walkest by the way and when thou liest down and when thou risest up. And thou shalt bind them for a sign upon thine hand, and they shall be as frontlets between thy eyes. And thou shalt write them upon the posts of thy house and on thy gates.”
As familial education has for the most part, in our society, been appropriated to the school, it is evident that the Christian school plays a key role in helping parents (fathers) fulfill their Biblical mandate. Based upon Scripture, every child deserves a Christian education if his parents desire it. It then becomes critical that Christian schools prepare themselves to serve parents and children with special needs. Can we expect them to violate their God-given mandate and go to the world system to get this needed help?
By establishing and maintaining strong ties with the home, optimum improvement can be expected in each child within our ministry. The threefold cord of home, church, and school is one not easily broken. As we cooperate to ensure each child’s spiritual, physical, and academic growth, we become a team, building each child to be all that God intends for him to be. (Ecclesiastes 4:12b)
How could this philosophy have helped our hypothetical Mikey described earlier? The primary place that this would have helped Mikey is in his home. Preparation for the day should have included spiritual preparation in the form of prayer and family devotions. Extra time should have been provided by rising earlier to establish a more relaxed routine for the morning. An atmosphere of acceptance and support in matters of dress and hygiene would also have benefited Mikey. Attention to these areas would have avoided the difficulties on the bus, the forgotten lunch, and the fight before school.
The other place that his philosophy would have been helpful to Mikey is in his classroom. The teacher should have shown more consideration for Mikey’s academic difficulties by selecting a paragraph prior to the reading class and then letting Mikey practice reading it before he had to read it in front of the class. In regard for the spiritual worth of others, laughing at the difficulties of another should never have been tolerated. Thoughtful placement within the classroom also helps eliminate disturbances; this can be accomplished by placing the distractible child near the front of the class and near the teacher. Punishment should be administered fairly but should never attempt to diminish or restrict a talent given by God from being developed in that child. The wasting of time should never be allowed. Children with special needs must make use of every available moment if they are to progress in a manner pleasing to God.