1 The Secondary Gifted Program Considerations for an effective program Betsy Hermann Nanda Mitra...

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The Secondary Gifted The Secondary Gifted ProgramProgram

The Secondary Gifted The Secondary Gifted ProgramProgram

Considerations for an effective programConsiderations for an effective programBetsy HermannBetsy HermannNanda Mitra ItleNanda Mitra Itle

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Essential Questions• What are the outcome of gifted children?• What are current district practices?• What are their needs?• What program obstacles are there?• What instructional strategies are most

effective?• What about acceleration?• Future directions?

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OutcomeOutcomeOutcomeOutcomeWhat happens to them after What happens to them after

they grow up?they grow up?

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So Where are they now?

Based on Kauffman, F (1981) study of Presidential Scholars:

• 97% received college degrees• 23% doctorate degrees, 21% masters degrees.• Degrees most frequently reported were in biological

sciences, humanities and political science.• Majority of subjects chosen profession that reflected a

high level of education and intellectual ability.

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Problems surface• Socially isolated• Feelings of failure• High levels of anxiety, stress or depression• More likely to self medicate• High levels of suicide• Dissatisfaction with self• Trend of schools now toward achievement

numbers and increased devaluation of individual.

• Lack of skills (i.e. study, social etc).

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Problems cont….• Become frustrated adults• Find their drive/creativity thwarted by people

who regard them as silly or threatening.• Lack basic knowledge about their own nature• Balancing gender stereotypes and being

gifted

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Current PracticeCurrent PracticeCurrent PracticeCurrent Practice

What districts are doing now?What districts are doing now?

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Current District Practices

• Just starting, no program now• Enrichment Seminar• Advanced seminar• SEE programs at IU• Compacting/Acceleration per student• Course for credit• Individualized GIEPs• Independent Study• Gifted teachers/facilitators have other

responsibilities

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Needs/ProblemsNeeds/ProblemsNeeds/ProblemsNeeds/Problems

How does this affection How does this affection education?education?

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Roots of Problems• External product is soul indicator in society of

successful achievement.• Difficulty with transition expectations from

children (learning ability) to adulthood (product)• Lack of copying strategies to deal with changing

expectations as they grow• Lack of understanding their own giftedness.• High level of emotional intensity• High level of moral sensitivity• Social frustration

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Issues start in childhood

• Poor social skills• Perfectionism• Advanced moral reasoning• Emotional Intensity• Added pressures to succeed• Increased Excitability• Individual Gifted Identity.• Divergent thinkers

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Poor Social Skills• Feelings of loneliness,

left-out, being different• Lowered level of

empathy• Inaccurate perception

of their communication with others.

• Less developed emotional intelligences.

• Difficulty coping with conflicting messages to conform and be who you are.

• Poor ability to read nonverbal social cues

• Hiding talents to fit in with peers

• Nonconformity and resistance to authority

• Social isolation

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Perfectionism• Pessimistic beliefs, feelings and actions• Depression, distress over goals and

achievement, suicide• Difficulty accepting criticism• Low frustration tolerance• Decreased performance• Feelings of inferiority• Critical self evaluation

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Advanced Moral Reasoning

• Judgmental of others• Intense criticism of others• Feelings of frustration, depression,

anxiety about world issues• Feeling of helplessness

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Emotional Intensity• Take on too much

personal responsibility• Avoid people or

situations-social isolation

• Overreaction to feedback

• Overwhelmed by experiencing emotional states of others

• Depression, concerns with death

• Feelings of inadequacy• Loneliness• Timidity/shyness• Strong attachment to

others• Anxiety, stress, guilt,

fears etc• Intolerant of the needs

when see as superficial.

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Added Pressures to Succeed

• Failure• Withdrawal• Depression, anxiety

suicide• Withdrawal• Aggressiveness

• Increased rebelliousness or conformity

• Low self concept• Avoidance of new

ventures• Stress• Misunderstanding on

what being gifted means

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Excitability• Finding satisfaction

with creative endeavors and intellectual pursuits

• Self regulation and control

• Hyperactive• Easily bored• Difficulty completing

projects

• Anxiety/phobias• Anger, resentment, stress• Competitive• Workaholics• Sensory excess (over

eating, buying sprees etc)• Withdraw• Maintaining comfortable

levels of arousal.

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Individual Gifted Identity

• Peer identity confusion• Thinking giftedness depends on achievement• Repressed in non accepting environment• Social Isolation• Confusion over identity in adulthood• Frustration, lack of fulfillment, etc

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Divergent Thinkers• Curious questions• Digressions• Dislike of group

work• Rebellious• Non conformist

• Difficulty supporting some ideas

• Disorganized and absentminded

• Social rules ignored

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Program ObstaclesProgram ObstaclesProgram ObstaclesProgram Obstacles

What barriers do districts need What barriers do districts need to overcometo overcome

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Common Barriers• Breaking the myths

surrounding gifted students

• Recognizing gifted as a type of disability

• Recognizing that gifted students need help too.

• Individualizing the gifted program for the students

• Lack of funds• Lack of information• Lack Focus on gifted

issues in education• Achieving gifted

students emotional needs ignored

• Gifted/LD dynamic• Balancing needs with

realities• Individualized GIEPs

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Case Examples• Video Clips

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Middle School Students Speak out about what

stresses them out• Friends who are not gifted don’t get me.• I am bored in school• People make me feel guilty about being gifted• I may be gifted but I ‘m still not good enough• People have lots of stereotypic thoughts about

us• Self pressure• What my future is as a gifted student• Gifted means more responsibility and that’s bad

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Middle School Students Speak out about what

stresses me out cont……• Extra work• Non gifted peers expect you to know

everything• Over thinking stuff• I have all these emotions and need to express

them.• Teachers think that you will always

understand even if you don’t.• More homework than than non-gifted peers

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Instructional Instructional StrategiesStrategies

Instructional Instructional StrategiesStrategies

What works?What works?

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AccelerationAccelerationAccelerationAcceleration

Considerations?Considerations?

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Future DirectionFuture DirectionFuture DirectionFuture Direction

So now where do we go?So now where do we go?

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Future Directions• Helping students to recognize that giftedness

exists through ones life• Help students understand what being gifted

really means.

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References• Ackerman, C .M. (1998). Intensity in gifted students. SAGE.• Freedman, J. & Jensen, A. (1999) Joy and loss: The emotional lives of

gifted children. KidSource• Kaplan, L. S. (1990). Helping gifted students with stress

management. ERIC Digest• Kauffman, F. (1981). The 1964-1968 Presidential Scholars: A follow

up study. Exceptional children, Counsil for Exceptional children. 48(2) 164-169.

• Lovecky, D.V. (1986). Exploring social and emotional aspects of giftedness in children. SENG

• Mendaglio, S. (1998). Understanding gifted children intense emotionality: sensitivity. SAGE.

• Olenchak, F. R. (1994). Talent development: accommodating the social and emotional needs of secondary gifted/learning disabled students

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References cont.• Pruett, G.P. (2004). Intellectually gifted students’ perceptions of

personal goals and work habits. Gifted Child Today 24(4). 54-57.• Schuler, P.A. Gifted kids at risk: who’s listening. SENG• Silverman, L.K. Promoting positive social development. SENG• Streznewski M. K. (2000). Unrecognized giftedness: The frustrating

case of the gifted adult. Gifted Education Press Quartery. 14(1). 2-6.• Sword, L.K. Emotional intensity in gifted children. SENG• Van tassel-Baska, J. (1992). Developing learner outcomes for gifted

students. ERIC Digest.• Tillier, W. & Justice, A. (1998). A brief overview of dabrowski’s

theory of positive disintegration and its relevance for a gifted population. SAGE

• Tolan, S. Supporting emotional needs of the gifted. SENG.• Whitesell, K. Counseling the gifted. Power point.

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Questions?Questions?Questions?Questions?

Thanks and GoodbyeThanks and Goodbye