GIFTED
How can you ensure gifted students receive proper programming to best meet their needs?
This exceptionality is very personal for me. My sister was believed to be gifted by her grade 1 and 2 teachers but was held back in grade 4. She is a very bright individual who "walks to her own drum beat," as my mother explained. Further,my father was also diagnosed with gifted intelligence later in life. Until recently, but still struggling, schools have not been able to recognize the difference between bright and gifted. Teachers often diagnose the bright students as gifted and the gifted students as below average. I remember my mom telling me once that my sister's teachers complained that she wouldn't complete her school work and was always day-dreaming. From this experience, I hope that I will do a better job at consulting the proper interdisciplinary team members and working with the exceptional need.
Above is a mind map I created from signs listed in the video.
I also wanted to include a few concepts presented in "Inclusion of exceptional Learners in Canadian Schools." From the text some areas that teachers need to be aware of are:
-enhanced meta cognition
-above-average cognitive abilities
-high task commitment (if self-directed)
-often students are more intellectually gifted than emotionally
This exceptionality is very personal for me. My sister was believed to be gifted by her grade 1 and 2 teachers but was held back in grade 4. She is a very bright individual who "walks to her own drum beat," as my mother explained. Further,my father was also diagnosed with gifted intelligence later in life. Until recently, but still struggling, schools have not been able to recognize the difference between bright and gifted. Teachers often diagnose the bright students as gifted and the gifted students as below average. I remember my mom telling me once that my sister's teachers complained that she wouldn't complete her school work and was always day-dreaming. From this experience, I hope that I will do a better job at consulting the proper interdisciplinary team members and working with the exceptional need.
Above is a mind map I created from signs listed in the video.
I also wanted to include a few concepts presented in "Inclusion of exceptional Learners in Canadian Schools." From the text some areas that teachers need to be aware of are:
-enhanced meta cognition
-above-average cognitive abilities
-high task commitment (if self-directed)
-often students are more intellectually gifted than emotionally
Some school boards in Ontario report that students with a gifted exceptionality are the second-highest incidence group following learning disabilities, while others report fewer students formally identified as gifted, as the school resources tend to focus on students lagging behind.
A factor that affects the number of students identified as gifted is the idea of potential. Although some students who are gifted can be easily identified because they use their abilities and are willing to be recognized for them, some gifted students go unnoticed. Groups at risk for being under-identified include young boys, adolescent girls, students who might be considered geniuses, students from minority groups, and students with disabilities (Hutchinson, p. 74).
A factor that affects the number of students identified as gifted is the idea of potential. Although some students who are gifted can be easily identified because they use their abilities and are willing to be recognized for them, some gifted students go unnoticed. Groups at risk for being under-identified include young boys, adolescent girls, students who might be considered geniuses, students from minority groups, and students with disabilities (Hutchinson, p. 74).
Taken from http://www.aboutkidshealth.ca/en/news/newsandfeatures/pages/gifted-programs-are-there-winners-and-losers-in-public-education.aspx
For more than a generation public school boards have offered programs designed to meet the needs of gifted students -- children whose high intelligence sets them apart from the majority of students. Although there are studies underway to assess the effectiveness of gifted programs, to date there are no definitive answers.
It seems reasonable, however, to offer intellectually gifted students special academic attention in the same way athletes and performers are given special facilities to develop their talents. But opponents of gifted programs say that by creating a sort of "educational Darwinism", the curriculum for the rest of the children, many of whom are also exceptionally bright, will be "dumbed down," resulting in educational mediocrity for the majority.
Defining giftednessHow giftedness is defined is a debated issue. Some professionals define giftedness as an intelligence test score at or above the 98th percentile. These scores are referred to as IQ (Intelligence Quotient) scores. The Ontario Ministry of Education defines giftedness as: "an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated." In 1990-1991, Ontario gifted students accounted for 1.75% of the entire school-age population. Most experts agree there are characteristics most gifted children have in common, and they include being highly motivated, extremely independent, with a tendency towards introversion and introspection.
Some characteristics of giftedness:
The process of formally identifying gifted students varies across school boards. Most boards use an intelligence test score in approximately the top 2% as one, or in some cases the only, criterion for admission to a gifted program.
The most commonly used intelligence or IQ test is the Wechsler Intelligence Scale for Children, currently in its fourth edition (WISC-IV). The Stanford-Binet Intelligence Scale, currently in its fifth edition (SB5) is also widely used. These tests take 60-90 minutes to complete, and must be administered by a psychologist or psychoeducational consultant.They yield scores that rank a child's performance compared to a large group of children his or her age. The scores are often expressed as standard scores, which have a mean or average score of 100. A score of 130 on the WISC-IV corresponds approximately to the 98th percentile, meaning that only about 2% of children will achieve a score of 130 or higher.
While these tests are good at assessing some skills, they may not reveal a child's giftedness. For example, performance on language-based items could underestimate the abilities of children with English as a second language.
Are there pitfalls using an IQ score to define giftedness?Opponents of gifted programs say admission on the basis of an IQ score is arbitrary and varies by district. The Toronto District School Board, for example, requires a score at the 98thpercentile overall, or at the 99th percentile in one domain only. The Toronto Catholic District School Board accepts gifted students from poor families without requiring them to take an IQ test. York Region District School Board uses only a part of the IQ test, and Halton District School Board accepts only those scoring at the 99th percentile on the IQ test.
The belief that giftedness and IQ are one and the same may be a more serious pitfall. In an article entitled "Dear Mr. And Mrs. Copernicus, we regret to inform you", American educational psychologist and expert in the field of child giftedness, Joseph Renzulli, says there are "certain unavoidable pitfalls that we are bound to stumble into if we accept the belief that giftedness can be defined by 3 to 5% of the normal curve." He contends there are two types of giftedness: "schoolhouse" or "booksmart" giftedness which is easier to measure then "creative/productive" giftedness, which often defies standard measure. He illustrates the argument by listing some historical figures who would not have been included in a gifted program with a cut-off IQ score of 130: Cervantes, Copernicus, Rembrandt, Bach, Lincoln, Locke, and Swift, among others.
Are gifted programs elitist?Furthermore, critics of gifted education argue that students in special academic programs are predominantly white and middle class, charging the public system with elitism and in some cases, racism. Gender is also an issue. In Ontario, for example, girls are less likely than boys to participate in gifted programs across all grade levels and program types. This may be a result of the weighting toward spatial and mathematical skills on standardized IQ and achievement tests, and the relative absence of assessment of creativity and social giftedness. One study showed that teachers who describe themselves as working intentionally to counter gender bias often continue to behave in ways that preferentially benefit their male students.
Despite the critics' objections, most people would agree that exceptionally bright students need and deserve extra challenges to keep them stimulated and motivated to learn. Without them, it is believed gifted students may not realize their potential, or worse, drop out of school altogether. It may be in our best interest to nurture our brightest children in the hopes that they will give back to society when they are adults, in the form of scientific breakthroughs, or as leaders in academic, political, or business spheres
Dr. Nancy Hertzog, a special education professor at the University of Illinois supports gifted education but cautions, "I think we need to pay attention to the strengths and talents [of all students], and we need to teach teachers to do that instead of trying to determine who's gifted...I want us to get away from asking who's gifted, to looking at how we can get every child to want to learn more." Nevertheless, it can be argued that most teachers aim to provide the best for their students, according to their individual abilities.
Unfortunately, this can be a challenge in large classrooms with diverse student populations, with teachers that may lack specialized training, and with a lack of funding, all factors that can contribute to a less-than-challenging curriculum for many students.
Types of gifted programsIn an effort to address the special needs of gifted students, most school boards in Ontario offer access to special learning programs. Generally there are three streams of programming offered: mixed-ability teaching where the students are blended in one class and receive work according to their ability; enrichment either in a designated gifted center or as part of a "pull-out" program where students are taken out of their regular classroom at intervals to work with their peers on more advanced-level learning projects. In some cases, a student who excels in only one or two areas may be offered schoolwork from an advanced grade level. Finally, acceleration (skipping a grade) may be an option, although it is rarely used in Ontario because parents and educators fear students who are accelerated will be at risk socially.
Ultimately, choosing the best program is really an individual decision: some gifted children are happiest with those at the same academic level, learning with students who are intellectual peers. Others prefer learning with friends who provide good social interaction. For a lucky few, access is available to programs in a setting that offers both intellectual and social/emotional stimulation.
An inherent risk in separating students into groups is the possibility of failing to provide equal opportunity in schools. While it may be true that the academically brightest need extra stimulation to excel, what is happening to the majority, many of whom may be gifted or have potential to be gifted in ways beyond standard measure? Until there is well designed long-termon the success of these programs, parents will have to decide what they believe is best for their child, while educators struggle to provide the bestfor every child.
11/1/2010Matthews DJ, Smyth EM. Encouraging bright girls to keep shining. Orbit. 1997; 28:34-36.
Renzulli JS, Park S. Giftedness and high school dropouts: Personal, family, and school-related factors. The National Research Center on the Gifted and Talented. University of Conneticut:2002.
Renzulli JS. What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted.1999; 23(1):3-54.
Renzulli JS. The three ring conception of giftedness: a developmental model for creative productivity. In Sternberg RJ, Davidson JE, editors. Conception of Giftedness.
For more than a generation public school boards have offered programs designed to meet the needs of gifted students -- children whose high intelligence sets them apart from the majority of students. Although there are studies underway to assess the effectiveness of gifted programs, to date there are no definitive answers.
It seems reasonable, however, to offer intellectually gifted students special academic attention in the same way athletes and performers are given special facilities to develop their talents. But opponents of gifted programs say that by creating a sort of "educational Darwinism", the curriculum for the rest of the children, many of whom are also exceptionally bright, will be "dumbed down," resulting in educational mediocrity for the majority.
Defining giftednessHow giftedness is defined is a debated issue. Some professionals define giftedness as an intelligence test score at or above the 98th percentile. These scores are referred to as IQ (Intelligence Quotient) scores. The Ontario Ministry of Education defines giftedness as: "an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated." In 1990-1991, Ontario gifted students accounted for 1.75% of the entire school-age population. Most experts agree there are characteristics most gifted children have in common, and they include being highly motivated, extremely independent, with a tendency towards introversion and introspection.
Some characteristics of giftedness:
- Talking at an early age and a large vocabulary
- Curiosity and an ability to learn more quickly than others
- A superior memory
- A wide general knowledge and interest in the world
- Enjoyment of problem-solving. Often will skip the intermediate stages in an argument and make original connections
- An unusual and vivid imagination
- Reading at an early age
- Shows strong feelings and opinions and has an odd sense of humour
- Sets high standards and is a perfectionist
- Loses interest in mundane tasks
The process of formally identifying gifted students varies across school boards. Most boards use an intelligence test score in approximately the top 2% as one, or in some cases the only, criterion for admission to a gifted program.
The most commonly used intelligence or IQ test is the Wechsler Intelligence Scale for Children, currently in its fourth edition (WISC-IV). The Stanford-Binet Intelligence Scale, currently in its fifth edition (SB5) is also widely used. These tests take 60-90 minutes to complete, and must be administered by a psychologist or psychoeducational consultant.They yield scores that rank a child's performance compared to a large group of children his or her age. The scores are often expressed as standard scores, which have a mean or average score of 100. A score of 130 on the WISC-IV corresponds approximately to the 98th percentile, meaning that only about 2% of children will achieve a score of 130 or higher.
While these tests are good at assessing some skills, they may not reveal a child's giftedness. For example, performance on language-based items could underestimate the abilities of children with English as a second language.
Are there pitfalls using an IQ score to define giftedness?Opponents of gifted programs say admission on the basis of an IQ score is arbitrary and varies by district. The Toronto District School Board, for example, requires a score at the 98thpercentile overall, or at the 99th percentile in one domain only. The Toronto Catholic District School Board accepts gifted students from poor families without requiring them to take an IQ test. York Region District School Board uses only a part of the IQ test, and Halton District School Board accepts only those scoring at the 99th percentile on the IQ test.
The belief that giftedness and IQ are one and the same may be a more serious pitfall. In an article entitled "Dear Mr. And Mrs. Copernicus, we regret to inform you", American educational psychologist and expert in the field of child giftedness, Joseph Renzulli, says there are "certain unavoidable pitfalls that we are bound to stumble into if we accept the belief that giftedness can be defined by 3 to 5% of the normal curve." He contends there are two types of giftedness: "schoolhouse" or "booksmart" giftedness which is easier to measure then "creative/productive" giftedness, which often defies standard measure. He illustrates the argument by listing some historical figures who would not have been included in a gifted program with a cut-off IQ score of 130: Cervantes, Copernicus, Rembrandt, Bach, Lincoln, Locke, and Swift, among others.
Are gifted programs elitist?Furthermore, critics of gifted education argue that students in special academic programs are predominantly white and middle class, charging the public system with elitism and in some cases, racism. Gender is also an issue. In Ontario, for example, girls are less likely than boys to participate in gifted programs across all grade levels and program types. This may be a result of the weighting toward spatial and mathematical skills on standardized IQ and achievement tests, and the relative absence of assessment of creativity and social giftedness. One study showed that teachers who describe themselves as working intentionally to counter gender bias often continue to behave in ways that preferentially benefit their male students.
Despite the critics' objections, most people would agree that exceptionally bright students need and deserve extra challenges to keep them stimulated and motivated to learn. Without them, it is believed gifted students may not realize their potential, or worse, drop out of school altogether. It may be in our best interest to nurture our brightest children in the hopes that they will give back to society when they are adults, in the form of scientific breakthroughs, or as leaders in academic, political, or business spheres
Dr. Nancy Hertzog, a special education professor at the University of Illinois supports gifted education but cautions, "I think we need to pay attention to the strengths and talents [of all students], and we need to teach teachers to do that instead of trying to determine who's gifted...I want us to get away from asking who's gifted, to looking at how we can get every child to want to learn more." Nevertheless, it can be argued that most teachers aim to provide the best for their students, according to their individual abilities.
Unfortunately, this can be a challenge in large classrooms with diverse student populations, with teachers that may lack specialized training, and with a lack of funding, all factors that can contribute to a less-than-challenging curriculum for many students.
Types of gifted programsIn an effort to address the special needs of gifted students, most school boards in Ontario offer access to special learning programs. Generally there are three streams of programming offered: mixed-ability teaching where the students are blended in one class and receive work according to their ability; enrichment either in a designated gifted center or as part of a "pull-out" program where students are taken out of their regular classroom at intervals to work with their peers on more advanced-level learning projects. In some cases, a student who excels in only one or two areas may be offered schoolwork from an advanced grade level. Finally, acceleration (skipping a grade) may be an option, although it is rarely used in Ontario because parents and educators fear students who are accelerated will be at risk socially.
Ultimately, choosing the best program is really an individual decision: some gifted children are happiest with those at the same academic level, learning with students who are intellectual peers. Others prefer learning with friends who provide good social interaction. For a lucky few, access is available to programs in a setting that offers both intellectual and social/emotional stimulation.
An inherent risk in separating students into groups is the possibility of failing to provide equal opportunity in schools. While it may be true that the academically brightest need extra stimulation to excel, what is happening to the majority, many of whom may be gifted or have potential to be gifted in ways beyond standard measure? Until there is well designed long-termon the success of these programs, parents will have to decide what they believe is best for their child, while educators struggle to provide the bestfor every child.
11/1/2010Matthews DJ, Smyth EM. Encouraging bright girls to keep shining. Orbit. 1997; 28:34-36.
Renzulli JS, Park S. Giftedness and high school dropouts: Personal, family, and school-related factors. The National Research Center on the Gifted and Talented. University of Conneticut:2002.
Renzulli JS. What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted.1999; 23(1):3-54.
Renzulli JS. The three ring conception of giftedness: a developmental model for creative productivity. In Sternberg RJ, Davidson JE, editors. Conception of Giftedness.
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