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FAQs about Gifted Education

In education, giftedness is defined as high achievement capability. It may involve academics, the arts, creativity, and leadership. Schools, however, are not bound by this definition. It’s important to know how a school defines ‘gifted’ as it is generally the basis for services and accommodations. It’s also important to note that twice-exceptional students may also be covered by 504 Plans. The U.S. Department of Ed recently announced they intend to amend 504s the first time in 45 years.
It’s important to know and dispel myths about gifted children. The perception of what ‘gifted’ means is generally at the root of many myths. They have had a detrimental effect not only on kids but the entire field of gifted education. The most prevalent myth is ‘all children are gifted’. In education, it’s used to deny services to students. In society, it implies children identified as gifted and their parents think they are better ‘than’ their peers rather than better ‘at’ certain things. Myths also include: gifted students will be fine on their own, underachievers can’t be gifted, AP classes = gifted education, acceleration is harmful to students, or gifted education is expensive and thus unaffordable for many schools.
Parents and early elementary teachers are the first to see signs of giftedness. It’s important to decide who will administer testing, at what age to conduct testing, the cost of testing, and how the results will be used. Many schools use universal testing (considered best practice), but not until the 2nd or 3rd grade. There are, however, instances where individual students should be tested earlier to begin accommodations and interventions sooner. The decision to test has greatest implications for how to meet the needs of a child in a school setting. The availability of services should be taken into consideration. Testing helps parents decide on the best educational options for their child.
What does the term ‘twice-exceptional’ mean? The term ‘twice-exceptional’ refers to students who are both identified as gifted and have learning challenges. They are often unidentified due to their challenges masking their abilities and or disbelief they even exist. Controversy surrounding the term can lead to schools not providing adequate services for these students. Recognizing twice-exceptionality is important because addressing student strengths first can be highly beneficial for the student both academically and socially.
What factors signify high-quality gifted programming? High-quality gifted programming is essential in meeting the needs of gifted students. It does not have to be expensive. It does need to be well-planned, continually evaluated, and employ highly qualified teachers. The NAGC provides schools with Pre-K to 12 Gifted Programming Standards. This is an excellent starting point. Many states also require ongoing professional development and specific gifted certification. Parents should be knowledgeable about their child’s school’s gifted program and be prepared to advocate when necessary. It may be necessary to consider alternatives such as homeschooling, cyber, microschools, or a private school.
What does advocacy look like in gifted education? Advocacy in gifted education often starts early and can become intense. It requires knowing state regulations and local school policies. It may involve using professional or legal advocates. Unlike other areas of education advocacy, the students themselves are often encouraged to become self-advocates as they enter their high school years. Learning self-advocacy can enhance leadership as well as social-emotional skills.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
Gifted Education: FAQs | US Dept. of Defense Education Activity
How Does a Child Get Into a Gifted Program? | Davidson Academy
How to Get Your Child Tested for Giftedness | Davidson Gifted
Identification and Assessment of Giftedness Frequently Asked Questions (pdf) | Atlanta Public Schools
Gifted Testing and Assessment | Davidson Gifted
Twice Exceptionality: A Resource Guide for Parents (pdf) | Davidson Gifted
Twice-Exceptional Kids: Both Gifted and Challenged | Child Mind Institute
TX: Twice Exceptional Learners (2E) | TEA
Gifted and Talented Frequently Asked Questions | New Jersey Student Learning Standards Instructional Supports
The Parent Guide to Gifted & Talented Services (pdf) | St. Vrain Valley School District (CO)
Frequently Asked Questions | Australian Association for the Education of the Gifted and Talented
Gifted by State: State of the States in Gifted Education | NAGC
Pre-K to Grade 12 Gifted Programming Standards | NAGC
Best Evidence Paper: Debunking Myths about Giftedness and Gifted Education (docx) | Australian Department of Education and Child Development
Three Images To Explain Giftedness To Parents | The Knox School of Santa Barbara
Dispelling the Myths around Gifted Education | NAGC
UK: Gifted Advocacy | Potential Plus UK
Davidson Institute: What is Giftedness?
NAGC: Frequently Asked Questions about Gifted Education
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad
Transitioning to Adulthood ~ A Bumpy Ride for Gifted Kids
Every child is an individual and every child has needs. It’s no different for children identified as gifted or twice-exceptional. But … how do we identify social-emotional needs of gifted children without pathologizing them? Many GT kids are well-adjusted with minimal need for intervention, but others do have specific needs. Although clearly a point of contention among professionals, identifying the social-emotional needs of gifted children does not need to rise to the level of believing they are psychologically abnormal or unhealthy.
Those characteristics of giftedness that influence a child’s life do not suddenly disappear as they become adults; they grow right along with them. Childhood anxiety, asynchronous development, perfectionism, and more can manifest in adulthood. Gifted adults may have difficulty maintaining peer relationships due to a high level of internal drive (Webb), continued maturation differences well into their 20s, and existential depression.
Educators can guide gifted students as they endeavor to confront their ‘multipotentiality’ (Kerr) and bring focus into their lives regarding the direction they take in their academic careers. They can be extremely influential in the life of a gifted student by simply recognizing the nature of their needs and seeking professional development in how to meet those needs.
From the earliest years, gifted students recognize that they do not share the same concerns or abilities of their age-peers and the internal conflicts created because of this can affect their eventual transitioning into adulthood. Asynchronous development can be both positive and negative. Social-emotional needs and peer relations are most affected. Its effects are more pronounced in younger children and tend to lessen as they enter adulthood.
What challenges do twice-exceptional students face in transitioning to adulthood? Societal appreciation of what the ‘spectrum’ looks like is evolving. It is recognized as a ‘range’ of individual traits and abilities. There is growing acceptance that ability is not ‘all or nothing’; challenges exist and are variable. The biggest challenge for twice-exceptional students is recognition that they exist and the second is the willingness of adults in their lives to learn about what it means and how to best help these kids to experience fulfillment in life.
Parents can help ease their gifted child’s transition into adulthood. The best strategies start with the premise that parents are trying to do their best and most sources of advice don’t generally apply to their child. Parents today benefit from the existence of organizations such as SENG, IEA, NAGC and the Texas Association for the Gifted and Talented who provide parents with strategies for meeting the needs of their gifted children. A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
Mexico’s Youngest Psychologist, Aspiring to Ease Gifted Students’ Transition to Adulthood
Young, Gifted and Likely to Suffer for It
Gifted Lives: What Happens When Gifted Children Grow Up (book)
How Being a Gifted Kid Affects You as an Adult
Gifted Children: What Happens When They Grow Up?
Gifted Lives: What Happens When Gifted Children Grow Up? (Part Two)
Asynchronous Transitioning to Adulthood
To Be a Gifted Adolescent (pdf)
Assertive or Arrogant? Why Gifted Teens Sometimes Get a Bad Rap
Transitioning from College to Work and Young Adulthood for the Twice-Exceptional Individual
Multipotentiality: Issues and Considerations for Career Planning
Mind Matters Podcast: Transitioning to Adulthood
The Gifted Kids Workbook (book)
Discovering the Gifted Ex-Child (Tolan)
Understanding the Gifted Self: If Only I Had Known …
Gifted Children and Adults — Why Are They So Misunderstood?
Looking for an Adventure? Try Parenting a Gifted Kid
If Gifted = Asynchronous Development, then Gifted/Special Needs = Asynchrony Squared
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad
The Highly Distracted Gifted Child
Understanding the nature of giftedness when complicated by distractibility is a complex issue and the discussions between participants at this week’s #gtchat were no exception. We were fortunate to have several psychologists well-versed in working with gifted individuals as well as education professionals to sort it out.
How do you know if distractibility is just a characteristic of giftedness or ADD/ADHD? You may not know! ADD/ADHD must be diagnosed by a professional. If you are concerned about a child’s behavior, seek professional help. Both giftedness and ADD/ADHD share characteristics, but it’s important to avoid misdiagnosis or missed diagnosis. Gifted students may have ADD/ADHD but be able to compensate for it.
According to Dr. Gail Post, “ADHD causes more global problem with distraction and concentration, not just related to boredom, intensities, overexcitabilities. ADHD kids have little control over their distraction/poor concentration – not situation specific. They really suffer from it.” Dr. Scott Roseman explained, “Formal assessment of giftedness and ADHD differ in significant ways. While assessment of giftedness focuses mainly on determination of higher level reasoning abilities, assessment of ADHD examines issues related to distractibility, impulsivity, and processing skills. While the gifted child may exhibit some of these qualities, as a function of their giftedness, it’s often when those qualities get in the way of learning & growth that further assessment should be considered to assess a dual diagnosis of Giftedness and ADHD.”
In response to a child’s distractibility, the response of ‘over’ organizing by a concerned adult may prove to make matters worse. Over organization … such as separate folders for each subject … may overwhelm the distracted child causing even more issues or anxiety. Parents (and teachers) should try to find the ‘middle ground’ when attempting to organize a distracted child. Folders can be used but for more generalized subjects; such as, a completed homework folder, to do folder, and parent/teacher communications.
“The main disadvantage of “over” organization I see is when it is put in place by the parent and not the child. The child or adolescent has no “ownership” in the process and may grow too reliant on parental intervention and not develop effective organizational tools on their own.” ~ Scott Roseman, Ph.D.
Executive Functioning can play as intricate role in the life of a distracted yet gifted child. The lack of recognition by responsible adults that a GT child can have executive function deficits often exacerbates the situation. These are smart kids who struggle with behavior regulation and exercising cognitive flexibility. Although identified as GT, they may have trouble beginning tasks, maintaining attention, completing assignments, and unable to assess the feedback on their own behavior. Frustration levels can go through the roof. As the child progresses through school, academic requirements increase at the same time as social interactions take on greater significance. EF difficulties may not resolve themselves until the child reaches their mid-twenties.
What strategies can a teacher use to get a gifted student back on track? Teachers should consider authentic assessments to chart progress/regression through an ongoing process which takes into account the student’s abilities as well as challenges. Developing positive relationships is a good 1st step. They must ensure that the student is being sufficiently stimulated intellectually either within the classroom with differentiated instruction or through accelerative measures outlined in resources such as A Nation Empowered.
“I think you have to do lots of trial and error with strategies…visual prompts to get back on task or having a reward after a significant start to an assignment or discussing what the feedback means.” ~ Heather Vaughn, EdS,
Once it is determined that the student is off track, any plan to bring them back on course must involve student input. Dr. Roseman suggested, “I suggest that the teacher start by asking the gifted student, in grade 3 and above to come up with their own plan to stay on task and then work together with them, examining the parts of the plan that work and the parts that don’t seem to work for them and revise. I believe that it helps the child to gain a better understanding of their own dynamics and figure out strategies that work for them and those that don’t. The teacher can certainly suggest some strategies, but it is critical for the student to have input.”
“With my kids, what has worked is a combination of doing it for them if was really necessary until they could do it; letting them fail a little when stakes are low, and coaching them about the things not being organized has negative impact on.” ~ Kate Arms
Parents can help their highly distracted child get organized at home, too. They can make sure that the home environment limits distractions when their child is doing school work. This includes having a quiet workspace free from access to video games or television. If possible, provide study/work space solely for each child; not in a highly active part of the home such as the dining room table or shared spaces with siblings. Parents need to model behavior which provides examples of how to stay organized in daily life.
“Pick your battles… But get them involved in devising a plan and incentives, prioritize, small goals to start with, make it fun!” ~ Gail Post, Ph.D.
Organization is a must-need skill and one that parents focus on much to the dismay of their distracted child. Involve the child in the organizing process. Be flexible; not all organizing tools or tips work for every child. Parents and teachers working together to implement strategies that take place at home and at school can be highly beneficial to the student in an effort to reduce distractions and get the student back on track. For more tips about organizing the highly distracted gifted child, check out the transcript of this week’s chat at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
The Highly Distracted Gifted Child: You Can Help
Gifted Students & Disorganization (Reg. required)
This Child is a Classic ‘Absent-Minded Professor’
How to Raise a Gifted Child without Losing Your Ever-Loving Mind
Executive Functioning in Gifted Students (pdf)
4 Smartphone Solutions to Keep Your Teen Organized
7 Ways to Teach Your Grade-Schooler Organization Skills
Exercise Is Surprisingly Effective At Boosting Executive Function
On Rainbows and Mantis Shrimp: A Layperson’s Perspective on ADHD & the Misdiagnosis of Gifted Brains
How to Help the Impulsive Disorganized Child
Organizing Einstein: Enhancing the Abilities of the Gifted Learner Part 1
Becoming a Self-Regulated Learner: An Overview (pdf)
Cybraryman’s Study Skills/Organization Page
Sprite’s Site: Sprite on the Subject of Homework
Interruptions at Work Are Killing Your Productivity
Tips for Parents: Executive Functioning at Home and School
Image courtesy of Pixabay CC0 Creative Commons
Graphic courtesy of Lisa Conrad