JAMIE L. RUSSELLNOVEMBER 30, 2005

Report on Specific Challenges: Giftedness

What is Giftedness?

The U.S. Department of Education’s definition of giftedness: Gifted and talented children are those identified by

professionally qualified persons who by virtue of outstanding abilities are capable of high performance. Children capable of high performance include those with demonstrated achievement and or potential ability in any of the following areas singly or combined: General intellectual ability Specific academic aptitude Creative of productive thinking Leadership ability Visual and performing arts Psychomotor ability

New Horizons for Learning

How Early can Giftedness be Detected?

Unusual alertness in infancy

Less need for sleep in infancy

Long attention span High activity level Smiling or recognizing

caretakers early Intense reactions to noise,

pain, and frustration Advanced procession

through the developmental milestones

Extraordinary memory

Enjoyment and speed of learning

Early and extensive language development

Fascination with books Curiosity Excellent sense of humor Abstract reasoning and

problem-solving skills Vivid imagination (e.g.

Imaginary companions) Sensitivity and

compassion

Early Signs of Giftedness

Silverman, 1992

How are Children Tested for Giftedness?

Individual Aptitude TestIndividual Achievement TestReview of RecordsParent InformationTeacher Information

Phineas David Elementary School

What are the Cultural and Religious Viewpoints?

Different cultures provide different tools, Habits, and assumptions that significantly influence human thought and behavior

Giftedness is perceived differently from culture to culture

Wu, 2005

Challenges that Teachers and Parents of Gifted Students Face

Identifying GiftednessAccepting and understanding a child’s

giftednessHelping gifted children establish fulfilling

relationshipsAdvocating for the gifted childChoosing a program or school for the gifted

child

Roedell, 2000

Gifted or ADHD? Is Misdiagnosis Possible?

Similar characteristics between Giftedness and ADHD High activity levels Difficulty paying attention Difficulty following rules Social difficulties Academic underachievement

All of these problems stem from a neurobiological abnormality for children with ADHD but not for children who are gifted.

Hartnett, 2004; Webb, 1993

What Options are there for Alternative Learning?

Gifted programs within the PA Public School System

Gifted programs outside the PA Public School System

Gifted programs outside PA worth mentioning: The Lab School, Washington, DC Evergreen Sudbury School, Hallowell, ME

Baltimore Lab School, 2005; Evergreen Sudbury School, 2005; Koetzsch, 1997

Social and Emotional Needs of the Gifted Child

Social and emotional traits of giftedness Divergent thinking ability Excitability Sensibility Perceptiveness Entelechy

Colanfelo, 2004; Hearne, 2005

How Can Teachers and Caregivers Show Support

School Psychologist Provide counseling to students while consulting

parents and teachers Give in-service training to parents and teachers Re-evaluation

Teacher/Caregivers Provide a natural critical learning environment Ask questions and provide guidance Engage students attention and keep them focused Maintain high expectations Provide diverse learning experiences

References

Baltimore Lab School, The. 2005. 10 Nov. 2005 http://www.labschool.org/baltimore.html

Colangelo, N. Assouline. “A Nation Deceived: How Schools Hold Back America’s Brightest Students.” Iowa City, Iowa: University of Iowa. (2004)

Evergreen Sudbury School. “What Kids Do Well Here.” 2005. 7 Nov. 2005. http//members.aol.com/computerus/evergreen/

Hargrove, Kathy. That Makes a “Good” Teacher “Great”? Gifted Child Today. Waco: Winter. 28, 1 (2005): 30-32.

Hartnett, D. Niall, Jason M. Nelson, and Anne N. Rinn. “ Gifted or ADHD? The Possibilities of Misdiagnosis.” Roeper Review. 26, 2 (2004): 43-76.

Hearne, Jill Ph.D. and Barbara Maurer, M. Ed. 22 Sep. 2005 http://www.newhorizons.org/spneeds/gifted/hearne.htm

Koetzsch, Ronald P. Parent’s Guide to Alternative Education. Boston, MA: Shambhala Publications, Inc. (1997).

Reference (Continued)

New Horizons for Learning Phineas Davis Elementary School Porter, Louise. Young Children’s Behavior: Practical Approaches

for Caregivers & Teachers 2nd edition. Paul H. Brookes Publishing Co. 2003.

Robinson, Eric L. “What is the School Psychologist’s Role in Gifted Education?” Gifted Child Today. 25, 4 (2002): 34-37.

Roedell, Wendy C. “How Parents can Help Support Gifted Children.” Kidsource Online. http://www.kidsource.com/kidsource/content/parents.gifted.html

Silverman, Linda K. “How Parents Can Support Gifted Children.” ERIC Digest. (1992).

Webb, James T. and Diane Latimer. “ADHD and Children who are Gifted,” Exceptional Children. 60 (1993): 183

Wu, Echo H. “Factors That Contribute to Talented Performance: A Theoretical Model From a Chinese Perspective.” The Gifted Child Quarterly. 49, 3 (2005): 231, 17 pgs.