The following is a non-comprehensive list of factors to consider toward finding the best fit of academic program for your gifted child鈥檚 needs.

Practical Considerations

Location

In years gone by, it was standard practice, in pursuit of higher quality education, to send students away to far-off locations. There are many historical tales of gifted children growing up apart from their parents, and within the confines of a boarding school.

Modern times don鈥檛 typically lend themselves to such practices, and determination of which school to attend is often heavily influenced by which schools are available within an immediate vicinity.

An internet search for available schools is handy for narrowing down any potential choices, and the results can be cause for discussion about just how far parents are willing to adjust their lifestyles to accommodate.

For some, the decision about a quality school may require that the family undergo a change in living location. For others, it will have to come down to the best choice between options that are less than ideal. Yet others may turn to the plethora of online educational opportunities, which remove the factor of location from the equation, entirely.

Cost

Closely related to the obstacle of location is that of finances. Though public educational choices are prone to be substandard, they are free. Most high-quality, private, schools come with a hefty price tag, which can require substantial financial sacrifice on behalf of the family. There is a common understanding that the price tag is reflective of the quality of the educational experience, but this might not always be the case.

Before shelling out the big bucks, be sure to investigate the net benefits of attending a particular school. Most schools are upfront with providing course fees and lists of purchasable materials, and some provide documents which indicate levels of past 鈥撀� and predicted 鈥� .

Public educational systems now exist online, and may provide a solution for parents of gifted children who are also on a tight budget. While the process often involves your child having to participate in mundane, standardized, curriculum, there are also opportunities for supplementing the experience with more customized academic pursuits.

The freedom of this type of hybrid home schooling can result in your gifted student spending less time grinding out rote lesson content, and more time exploring higher passions.

Quality of Program

The driving force behind most parents鈥� considerations as to whether to place their child in a gifted school is that of the potential for higher quality education.

Gifted children need to be adequately challenged; recognized for their strengths; and given opportunity to experiment. Public schools are not typically known to excel in those particular areas, as their primary purpose is to provide basic education to the average majority.

Knowledge of Gifted Abilities

One of the hallmarks of a school for gifted children is the ability to recognize them as such. Rather than simply being known as 鈥渢he smart kid,鈥� a child in a school which is designed for the gifted will be able to experience a unique 鈥� but normalized 鈥� existence.

Schools which are equipped with the tools to identify and properly accommodate those who fit the definition of being gifted are able to provide a customized learning environment for the student, and will be able to provide parents with insight into their child鈥檚 abilities, as well.

Qualified Staff

A school which can advertise itself as being knowledgeable of the needs of gifted students is all well and good, but the claim needs to be backed up with good staffing.

Teachers and administrators of gifted student programs need to be ready to challenge and push the gifted child on toward greatness, while simultaneously possessing the skill set needed to address the setbacks which our gifted children are known to encounter.

Learning Environment

Gifted children learn best when there are present in the curriculum: Three of these elements are work which is leveled to their skill; work which encourages them to go beyond what is presented; and work which captures their interests.

It is much more dynamic than simply placing a 10 year old student into college prep classes, and a quality school for gifted children will be highly aware of this. When examining the offerings of a potential school, be sure to ask about the process of learning that is employed, in addition to viewing the curriculum.

Socialization Opportunities for Your Gifted Child

Yet another area for consideration is the content of your child鈥檚 social life. While specialty schools may offer the benefit of customized curriculum and academic challenge, they often also come with a small student population.

This feature is wonderful for ensuring that your gifted child receives enough attention from instructors, and that he or she has opportunity for receiving stimulating input from academic peers, but it can simultaneously deprive a child from the richness of being .

It is known that gifted children receive affirmation, intellectual stimulation, and encouragement when surrounded by peers of a similar mind. Only being exposed to those of similar abilities, however, may not be the best environment for your gifted child to develop the life skills of tolerance, patience, and openness toward the ideas of others.

As most of us are aware, the ability to socially navigate the diverse population of our world is one of the most rewarding features of adulthood. The benefits of social adeptness can result in better career positions; higher financial status; and a more fulfilling support network.

When seeking to place your child in a school for the gifted, keep the overall goal of assisting your child toward becoming a well-adjusted adult in mind.

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Public school is designed to serve the masses, and the majority of students do not share the same needs, drives, and abilities as the gifted child. While some gifted children may be blessed with the ability to float through this environment with ease, there are many more who will benefit from the flexibility, focus, and challenges that are provided within a private school setting. If you notice that your child is not receiving adequate resources within his or her current educational framework, the following are some aspects to consider when choosing a new, private, institution.

Understand Private School Types

When it comes to established reputation, there are two types of private schools for gifted children which tend to stand out: Montessori and Waldorf. These educational institutions have been designed with the uniqueness of each child in mind, and provide opportunities for academic, social, and creative growth. While the associated labels establish a commonality of philosophy and approach, it is still advised to do your research when it comes to the individual school. Not all schools under such a heading are going to practice fidelity to the model.

聽were founded in the early 1900鈥檚 by a brilliant woman named Dr. Maria Montessori. She had a vision of revolutionizing education in a way that sparked enthusiasm and curiosity, and solicited a child鈥檚 natural propensity for learning. The effectiveness of her established curriculum was able to be documented through scientific study, and her innovative approach to education has since spread worldwide. While not specifically created for gifted children, Montessori education is to work with the gifted child鈥檚 intrinsic desire to learn and explore. Teachers and instructors are viewed as facilitators 鈥� rather than directors 鈥� of the child鈥檚 education, and rote memorization is done away with.

were similarly developed in the early 20^th century, by an artist and scientist named Rudolf Steiner. He believed that we each carry the potential to develop into our best selves, and to help others, through embarking on an individualized approach toward life. Though the central theme is based in spirituality, Waldorf schools are not intended to be affiliated with any, particular, belief system. Student development is fostered through creative and naturalistic approaches to learning.

Unlike Montessori schools, Waldorf education does not place an emphasis on structured, socially conscientious, learning. A between these two types of schools may be helpful when deciding whether one of these approaches might be most beneficial for your child. If neither is suited, other options for private education include local institutions and pure homeschooling.

For the parent who chooses the homeschooling route, there are a of support resources available online, many of which are free or low-cost. For those fortunate enough to live in the vicinity of reputable private school 鈥� and have the means of paying tuition 鈥撀� the decision about which program to choose may come more easily. Private schools can fall under the heading of . The funding sources of such schools can determine the amount of exposure to certain beliefs or philosophies that is integrated into the curriculum, so knowing the ascription of the school can guide you in choosing one that is aligned with your family鈥檚 personal values. An internet search of local and distance-learning educational programs suited to your child鈥檚 individual beliefs, interests, and should prove helpful in identifying your options.

Look for Experience With Gifted Children

As previously mentioned, not all private schools are designed to provide for the needs of gifted children. Some are more centered on fostering creativity, encouraging social conformance, or imparting certain values. While these aspects of education are often very important for development, your gifted child may end up not receiving enough support, freedom, or resources to reach his or her full potential. There are differences between the of a high-achieving child, and a specifically gifted one.

While searching for a private school which is suited for your gifted child, it is helpful to consider the propensity of the school to understand 鈥� and work with 鈥� the tendencies of such. If the school is familiar with the standards for , that is a good start. Guidelines recommend that gifted educational programs focus on such aspects as student self-awareness; cognitive and emotional growth; and 鈥� perhaps most importantly 鈥� identification and fostering of the child鈥檚 unique gifts.

Data about the structure of the school can be obtained before the first contact communication is made. State, county, and district websites provide annual reports on the percentages of student population, scores, and achievement levels. These reports are often located on the internet. Similarly, most educational institutions have websites which will explain the philosophy and expertise of the school. Pertinent information about the culture and approach of the school can be gathered from these online presentations.

When interviewing a potential school, don鈥檛 be afraid to . What choices are there in curriculum? How is progress monitored? How does the school know when it is time to move a student鈥檚 educational program to the next level? How are students supported during times of emotional or cognitive struggle? Most parents of gifted children are accustomed to being bombarded with questions from their child. This is a good time for the parent to be the one full of questions.

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As a remedy for this problem, many parents of gifted children seek out schools which are specially designed to recognize and encourage the true potential of their students. When deciding on the best school for your gifted child, there are many options. Several states now support home and charter school programs, some of which will provide the additional support of group activities and financing of special interest curriculum. For the thrifty parent, these two options may provide the best alternative to public schooling. For parents of means, private schools 鈥� such as programs 鈥� may provide the best course.

In any case, evaluating the educational program for viability as it pertains to sufficient support for your gifted child is imperative. The following are some aspects to explore while ensuring that your gifted and talented school of choice meets both your expectations, and your child’s needs.

Fosters Creativity and Curiosity

There is a famous quote which highlights the importance of encouraging 鈥� and not stifling 鈥� the gifted child鈥檚 flow of creativity. As a young child, the famous painter, Benjamin West, decided to sketch a portrait of his sister. Not having access to a canvas, West decided to use the wall of the family home for his artwork. When his mother came in and discovered that her walls were drawn upon, her reaction was priceless. Instead of scolding West, she kissed him, and praised him for his great talent. West is quoted as saying, 鈥淢y mother鈥檚 kiss made me a painter.鈥�

How would West have turned out to be, had he been reprimanded for exercising his early gift? Thankfully, we will never know. What we can note, however, is that our gifted children need to have the opportunity to freely express themselves in ways that are . When choosing a gifted and talented school for your child, ensure that the program is designed to recognize this vital need, and to provide the conditions of that will allow for creativity to shine.

Provides a Stimulating Curriculum

A common complaint of gifted children is that they are bored and frustrated with the public school curriculum. Educational systems which promote rote learning; repetitive action; and busy-work are the bane of gifted existence. As Einstein is quoted as saying, 鈥淓ducation is what remains after one has forgotten what one has learned in school.鈥�

The negative frustration which occurs as a result of inapplicable curriculum can be transmuted into positive responses under the right, educational, conditions. A gifted child longs to be challenged, but in a way that will result in tangible, applicable, gains in knowledge and expertise. A proper gifted and talented school will understand the necessity of providing the student with curriculum which both , and results in the student鈥檚 satisfaction in acquiring the skills presented. Applicable curriculum for the gifted child will include that which encourages self-discovery; problem solving; and invention of new ideas. Exceptional programs will design fundamental curriculum in a way that speaks to the child鈥檚 particular areas of interest, such as through couching history lessons in the context of scientific advancement, or through implementing mathematical studies through art analysis.

Embraces Various Learning Styles

A notable 鈥� and welcome 鈥� progression in our western culture is the growing acknowledgment that students learn differently. Some may best retain knowledge when it is received audibly. Others may absorb knowledge only when it is written or read. Yet others may need to participate in hands-on projects to best exercise their cognitive abilities. Public educational systems have been encouraged to incorporate learning style strategies for decades.

A quality educational program will be aware of these differences in learning styles, and will have developed approaches toward accommodating individual learners in these ways. When inquiring into your gifted and talented school of choice, ask about how the school implements curriculum designed for the various styles, and ensure that the learning style of your child is a good match.

Of course, making sure that you are armed with the information about how your child best learns is a prerequisite to this investigation. Learning style assessments abound on the internet. If you are in need of determining your child鈥檚 learning style, do a search, and find a reputable one that best applies to your child鈥檚 age and grade level.

Adept Student Support, Faculty and Staff

As wonderful as the philosophy and curriculum of a school may be, it is the support staff which ensure that the application is effective. In the case of homeschooling, the caretaker may be taking on this role. With charter schools, this person is often considered a liaison or a homeroom teacher. In private schools, your child will often be directed by multiple mentors.

Yet another frustration of many gifted students is the experience of understanding more about a subject than their own teachers do. While it may not be necessary to be as knowledgeable as the student in a specific topic, it is imperative that the teacher allow for the self-motivated student to progress beyond the teacher鈥檚 own level of understanding. In a quality gifted and talented school, the support staff will be humble enough to concede to the gifted child鈥檚 ability to process and assimilate information quickly, while simultaneously being prepared to facilitate next-level opportunities for learning.

Some things to look for when determining the employed at your school of choice are proficient include making note of communication efficiency; presence 鈥� or absence 鈥� of organizational skills; evidence of forethought in instruction implementation; and an ability to respond appropriately to unique situations.

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Many people may not consider that gifted children could need any kind of assistance at all because their intelligence, skills, and abilities are so marked. However, approaching giftedness and its constantly changing definition as more than 鈥渟mart鈥� is a positive development for not only the gifted child as his or her bright, average, or struggling peers. It can be freeing for parents and educators as well, reminding them that this student鈥檚 giftedness can affect every facet of a child鈥檚 life. If that child is to become a successful adult, it’s important to avoid stereotypes and understand how giftedness actually operates.

Giftedness Affects More Than Classroom and Educational Behaviors

Those familiar with gifted students who are also twice exceptional understand that gifted does not necessarily mean 鈥渂ig SAT scores.鈥� On the contrary, if as student is gifted athletically, emotionally, or in ways which cannot be measured by standard methods, he or she may be difficult to identify, especially if he or she isn鈥檛 encouraged at home or is suffering from attention issues or anxiety.

Students who possess strong, conformist educational behaviors are 鈥済ood at school鈥� and will likely also become good at college entrance exams, good at higher gifted education, and good at being employees. They are bright, fit in well, have nice social skills, and show strong self-control. However, this does not mean that the child is gifted. A gifted child might not perform optimally or not well at all in a traditional classroom structure.

Gifted children are gifted due to the . While strong academic performance undeniably starts in the home and it鈥檚 quite difficult for children to achieve without involved parents, it鈥檚 impossible to 鈥渕ake鈥� a gifted child. The way in which a gifted person鈥檚 brain functions is simply different from those who are average or even bright, and these traits spill over into the way he or she functions socially, workwise, and emotionally. They often don鈥檛 have anything to do with academics at all.

Sensitivity and Environmental Reactions

One way in which giftedness might manifest itself is in how a child reacts to his or her environment. This might prove especially frustrating for early gifted education teachers as well parents, who are usually the first to experience what might seem an outsized reaction to sounds, lights, smells, and textures which other children take in stride.

It might seem that the child is 鈥渂eing difficult,鈥� picky, or immature. But if he or she is honestly made nauseated by the texture of a fish dinner, the sight of congealed fat, or the smell of eucalyptus in the next room, it鈥檚 probable he or she isn鈥檛 just 鈥渓ooking for attention.鈥� simply cannot stand 鈥渋tchy tags,鈥� ribbed materials against their skin, or slightly tight shoes.

The child is reacting negatively because he or she is overwhelmed by what is happening in his or her nervous system. Since gifted children can also be , they are on alert at all times to their surroundings, even if they don鈥檛 want to be. While they can be perspective, empathetic, and artistic, these children can also easily become overwhelmed, cry easily, or withdraw.

Parenting or Educating a Gifted, Highly Sensitive Child

Becoming angry or frustrated with the child is an understandable reaction, but it won鈥檛 help him or her cope any easier; in fact, snapping 鈥淕et over it! Behave more like your sister鈥攕he鈥檚 not complaining!鈥� will make it worse. The child will likely feel isolated and ashamed, not to mention resentful.

Nor is it a good idea to run ahead of the child, smoothing over every possible inedible vegetable or scratchy athletic uniform. Instead, helping the student learn self-sufficient coping mechanisms and to state his or her needs or preferences without whining will increase maturity, social skills, and self-esteem. Even when they learn coping skills, high sensitivity is a challenge for the gifted.

The “Whole Child” in Gifted Education Programs

Unfortunately, many school gifted programs, especially in schools which struggle to meet even the basic needs of their students, still tend to classify children on the basis of their academic achievement, and neglect the possibility they are highly sensitive or simply have a different reaction to their surroundings than average children.

Children who struggle with a disruptive home life, who do not receive needed medication, who go undiagnosed, or who fight with attention issues are often overlooked. Lacking skills with no adult to step in and speak for them, these children suffer just as much as those with undiagnosed or untreated learning disabilities.

Social Development

Another area in which gifted children are not treated holistically is in the area of their . The burnishing of these skills are often left to their parents, or overlooked because the child might communicate so well with adults. However, especially at certain stages of development, children desperately seek at least some form of approval from and communion with their peers. Unfortunately, gifted children are often or honestly prefer to be alone. Their peers might see them as arrogant or bossy.

While many schools are hugely focused on anti-bullying programs, assisting a gifted child with peer-to-peer communication often falls by the wayside. Including social skills in a gifted program is an efficient and useful way to not only help students lean into their traits, but to also develop deeper relationships with those who think differently than they do.

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Understanding and navigating the gifted screening process in your child鈥檚 school or potential school is an important part of preparing both you and the child for what you might expect from the evaluation process. This can involve placing a specific request, or a nomination from one of the child鈥檚 educators.

In addition to understanding and identifying the differentiation between bright students and those who are gifted, it鈥檚 also helpful become familiar with the , district, and school. Knowing that your child shows signs of true giftedness can assist you in choosing institutions which are a good match for your child early in the process of formal education. Many schools can develop an individualized plan for your gifted child, just as for those with learning disabilities.

Differences Between Intelligent & Gifted Students

It can seem exciting to parents to notice that their child seems to respond to the world around them in an unusually intelligent way. The best help any parent can give to their growing student is to provide encouraging and accepting support at all stages of development. However, not all intelligent students are truly gifted. In fact, only 6% of the population actually is.

The good news is that the is continually expanding to include students who simply score well on standardized tests. Students can be gifted mechanically, in work with animals, with physical skills, or artistically. But if a child is performing well above grade level in most subjects, how can parents and educators tell the difference?

What Is Giftedness?

Scoring well in academic subjects, especially across the curriculum, is indeed an initial indicator of giftedness. Most of these students also tend to place well in IQ tests. They are good at memorizing, mix well with their peers, think and learn in a structured manner, and show maturity in learning environments. However, the majority of these students are considered intelligent rather than gifted and will likely benefit from AP courses or advanced reading challenges, perhaps even skipping a grade. They are bright, but usually have close 鈥渃ompetitors鈥� their age when it comes to class rank or GPA. In other words, an intelligent student might turn out to be valedictorian, but his or her performance probably isn鈥檛 that different from last year鈥檚 or next year鈥檚 valedictorian. A gifted student isn鈥檛 thinking like a smart second grader, but like an adult.

Where gifted students stand out is in the complexity of their thinking. They ask unusual questions, make strikingly intricate comparisons, and are deeply thirsty for more information about the subjects in which they are interested. Left to their own devices, the gifted want to test the limits of their interests, tend to become frustrated with their peers, and like to approach adults in the field of their gift to communicate as colleagues. Intelligent students finish their homework, perform well on spelling tests, and make the honor roll; gifted students can鈥檛 be stopped from writing novels in the third grade and can solve equations that would stump most college math majors.

Understanding State Program Variations

Each state is different when it comes to gifted identification and individualized education plan formation. A smart plan of action is to find out what exactly your or district offers and see how your student fits into this matrix. The provides for gifted programming. If you are choosing a private school for your student, it鈥檚 best to closely examine gifted programming and speak with staff members to see how your child鈥檚 needs will be met.

Some states offer goals and guidelines for gifted students called (GEIPs.) Development for these usually involve parents, administrators, teachers, and can also include psychologists. They usually address what the student鈥檚 goals and outcomes might be year to year. More specifically, they include how the child鈥檚 progress will be measured and observed, as well as how instruction will be delivered and modified from that of average students鈥�.

However, parents should remember that their child鈥檚 first classroom is their home and family. Providing an environment of encouragement, intellectual stimulation, and acceptance of both your child鈥檚 gifts as well as your average children鈥檚 abilities will foster an appreciation for learning. Setting an example of avoiding the habit of leaving a television blaring mindlessly throughout the day, showing respect to teachers and administrators, and taking time out for music or nature appreciation can all do more for children than even the best state programs.

Initial Screening Programs

Each district or state may have different screening opportunities for gifted children. Ideally, these include a mix of indicators rather than reliance on a single test or grade marker. Giftedness manifests in a number of ways, and students should be monitored in individual activity as well as in groups and out of school. A school may administer placement or , usually by a school psychologist or neutral third party. A student鈥檚 academic record may be reviewed, but holistically so as to look for students who are . Coaches, parents, and teachers might complete reviews or evaluation questions.

What if a parent is confident that a child is gifted but the school has a different opinion? Many public schools allow for an appeal process. Some parents opt for private testing or tutoring. Other districts offer re-evaluation after one year has passed. Parents can also provide evidence of their child鈥檚 exceptionalism and video their children showing markers of giftedness, such as in playing a musical instrument, working out a difficult scientific experiment, or showing unusual agility. 聽Some parents ultimately choose to their gifted children.

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These are difficult questions to answer, and especially pointed when they come from parents of children who are struggling with learning or behavioral differences. If extra money is to be spent in schools, why shouldn鈥檛 the bulk of it go to those who can鈥檛 meet standards for average learners? And aren鈥檛 teachers spread thin enough anyway?

Gifted education, however, benefits not only the gifted child, but the learning environment of the entire community. When their educational needs are met, exceptional children can help contribute to a kinetic and diverse learning environment, often in unexpected ways.

The history of gifted education is long enough to have a strong comparison of the performance of exceptional students in gifted development education to those who are not. that investing in gifted education pays dividends to the students far beyond their elementary or secondary school experience.

Let鈥檚 have a discussion about the necessity of gifted programs.

Gifted Programs, Education & Drop Out Prevention

Some assume that students who perform poorly in an average structured school environment must have a learning disability, or are suffering the effects of an unstable home. Others point to behavioral problems or simply chalk dropping out due to laziness. , however, drop out because they are not academically challenged. They become bored in the classroom and with interactions concerning average peers. Alternatively, gifted students may drop out because they are eager to ply their gifts in the working world, or because their gift is not addressed in a traditional school environment. These kinds of students might excel in work with animals, mechanical abilities, or kinetic performance.

While average students certainly deserve the best education they can receive, gifted students do as well, just as much as students who are learning disabled鈥攅specially because a fairly significant number of gifted students are in fact . Simply penning them off in after school activities or, worse, putting them to work as 鈥渢eacher鈥檚 assistant鈥� does not maximize their potential. A gifted student whose intellectual and emotional needs are being met, particularly at an early age, is rarely at risk for dropping out, and, by staying in their school environment, is provided with incentive for making the most of their gifts.

Early Identification of Giftedness

Studies show that students whose gifts are encouraged early in their intellectual development and nurtured in a healthy way as they continue to grow tend to excel in the arena of their giftedness. They then make outstanding contributions in their fields by the time they are mid-career. Former students in gifted programs include winners of the Fields Medal (for outstanding work in mathematics), notable book authors, inventors, and STEM standouts.

Since the definition of giftedness is continually expanding as we come to better understand neuroscience and forms of creative expression, early identification can help meet a student where he or she is as soon as possible. Nurturing gifts in elementary education or even preschool gives exceptional students more time to adjust to their different way of thinking, especially amongst peers who are of average ability. Learning to work with their giftedness, especially in the face of , will teach exceptional children early on how to more effectively with both children and adults and maximize their abilities not only as working adults, but in the classroom. Managing their learning tendencies and expectations in a nurturing environment is essential to the continuing development of gifted children.

In short:聽 The earlier gifted children are identified and cultivated, the further they may go.

Gifted Children Thrive Around Other Gifted Children

An argument is that by isolating gifted children, their average or learning-disabled peers are deprived of their example and inspiring intellect. That sounds plausible on its face, but the truth is that gifted children struggle when moored to peers who are not also exceptional.

While it鈥檚 not necessary to stay in gifted education for the entirety of the school day, gifted students flourish when placed in educational and social company of other exceptional students. In addition, gifted students are often bullied for their outstanding academic performance and frustration with their peers, and placing them with those who may experience similar feelings of frustration and social inadequacy is beneficial.

Challenging gifted children to complete tasks and share information with other gifted children not only sharpens communication skills, it boosts the ability of the exceptional to practice abilities in which they show average capacity. Collaborative learning such as this helps gifted kids to build confidence and serves them well in later grades, as well as the working world.

Advanced Placement, Grade-Skipping & Tracking Aren鈥檛 the Answer

When gifted education first began to emerge, the definition of it was highly limited. Usually, gifted education targeted students who were 鈥済ood at school.鈥� These students performed well on standardized tests and showed above-average intelligence, but as their education and careers wore on, while they may have been contentious and high achievers, they may not have distinguished themselves in any particular way.

These are the students who probably benefit the most from AP courses, skipping grades, and connected course placement across the curriculum. It鈥檚 also true that gifted students will also likely benefit from such courses or measures; after all, AP courses present college-level coursework in a challenging setting.

However, none of these are a match for gifted education. A gifted program sees to the social and emotional development of its students and enriches the development of those whose gifts are not measured on standardized testing, such as artistic ability, engineering aptitude, or leadership skills. This requires different resources, teacher training, and administrative backing.

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Delivering gifted education and enrichment can include many challenges, some of which are unanticipated. Meeting needs begins with an agreement on defining .

What Is Giftedness?

The decision of how to best provide for gifted students requires a balance of providing enriched educational opportunities while still meeting the needs of the general student population.School districts and boards of education can stabilize distribution of resources by providing distinct definitions of how they wish to characterize giftedness. Psychologists, educators, administrators, and especially teachers should be consulted as these guidelines are developed.

In the past, giftedness has been tied to and performance in traditional classroom programs. While this can be an indicator of giftedness, it鈥檚 not the only one. Giftedness can express itself in mathematical ability, scientific thinking, verbal or artistic expression, or even exceptional abilities with sports or working with animals. Other students show outstanding abilities in leadership or .These abilities cannot always be measured on a standardized test.

Determining Giftedness

Gifted children from peers in a sustained manner, and can sometimes manifest from birth, although they may also indicate gifted qualities as older children. Decisions about how school districts will work with the child should encompass the child holistically and include the entire family, particularly parents.

The definition of giftedness is sometimes , which can assist private or local schools in developing guidelines. In general, the gifted comprise about ten percent of the population. Relying on basic guiding principles such as these can help standardize ideas of giftedness even as its definition continues to develop.

Whatever the definition of giftedness a school, state, or district decides upon, these guidelines should be regularly reviewed as understanding about intelligence or expression of giftedness continues to change. Updating and revisiting definitions of giftedness is also an excellent opportunity to evaluate how programs effectively are implemented and whether goals are being met.

Identification

Once standards for giftedness are decided upon, it鈥檚 important to apply them equally and to ensure they align with the goals of administrators. However, a major issue of developing the definition of giftedness is the process of identifying gifted children.

This can be fraught with controversy, as the definition of gifted can be fluid and interpreted differently, even by experts in the same field. Some gifted children are intelligent but lack support at home, meaning they struggle to meet basic needs. Others are doubly exceptional, This can lead to of Asperger鈥檚 or ADD; erroneously prescribed medications might compound the matter.

Identification of gifted children is usually a process and should involve observation of students over a period of time. Placing the identification of giftedness on a single test does not allow for the many expressions of giftedness. It also can place undue stress on students, leading to skewed results. Students should be observed in groups and alone, with those closest to them watching for signs of exceptional thinking patters and unusual curiosity. Some gifted students go undetected because they might think outside the parameters of structured lesson plans and therefore provide 鈥渋ncorrect answers鈥� to scripted questions.

Usually, the earlier gifted children are identified and grouped with other gifted children, the more likely they are to grow into and develop their gifts. The other end of the spectrum is gifted children who become disruptive or delinquent and may drop out because they are bored and their intellectual needs are not met.

Balancing Needs

This is the juncture at which the community and special interest groups become involved with gifted education. Some advocate for allocating extra resources and space for traditionally unrepresented students. Others think that students who might be defined as 鈥渙verrepresented鈥� should have limited seats in gifted classes. Another school of thought advocates a completely blind screening process, which calls for placement of students in gifted programs despite race, socioeconomic status, or cultural background. Still others push for gifted children to mix with the general population so as to raise the quality of education throughout all classrooms.

Some community members might question why gifted students receive resources if a general student population is underperforming; indeed, struggling school districts or underfunded schools may not even offer a gifted program. These are issues which usually call for transparency, open discussion, and most importantly, presentation of facts and student-centered agendas which are free of politics. While it can be difficult for administrators to work with members of the community who may not be familiar with the mechanisms of district resource allocation or discipline issues within a specific school, understanding the wide range of points of view regarding gifted education is a must. Each student has potential; what鈥檚 important is for school districts to determine how to nurture it.

Deciding on the Nature of Gifted Education

The final part of this process is designing and implementing . Several models exist and even more are under development. How often should gifted children receive enriched instruction鈥攅very day?聽 All day? Will these students ever mix with the general student population? How are these differences explained to the general student population? Do these students take field trips or participate in experiments the general population does not? Knowing these details and how to effectively communicate them to teachers, parents, the community, and all students can help the smooth implementation and continuation of gifted education programs.

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However, educational research today suggests that the education of 鈥渆veryone,鈥� is just as important of the education of 鈥渆ach one.鈥� Determining the unique learning needs and styles of each individual student 鈥� and teaching that student in the most beneficial way. This is driving today鈥檚 educational focus and creates new ways to learn such as聽differentiated instruction.

Using assessments to determine individual needs and matching instruction methods and content to those needs is called differentiated instruction (DI). The has stated that no other factor has contributed more to the change in students鈥� achievements than the intervention of differentiated instruction.

The Association for Supervision and Curriculum Development ()聽describes differentiated instruction as the method that provides a purposeful use of flexible grouping based on student skills, interests, readiness, or choice. Teachers are asked to 鈥渢each up鈥� and to hold students accountable to high standards of learning.

In recent years, educators have found that DI is more effective with the use of . It includes many tools and approaches that foster individual learning. It has the unique ability to focus on areas of intelligence that are important. The idea of multiple intelligences has led educators to seek different teaching techniques and media. The rise of technology has created this strategy.

Using Technology to Differentiate Instruction

Having in the classroom allows students to learn at their own pace. They also become leaders in the classroom by helping other students by using various presentation tools on the computer, like , , and .

Students can collaborate on the same documents simultaneously through websites that use Prezi and . This helps them learn about teamwork and collaboration.

Move onto new ones. This is a valuable document for every student, allowing everyone to hone their skills without their peers being able to single them out.

Peer tutoring can be recorded for later review and discussion using software like . Other technology can be used as well, including cell phones, audio apps, and voice recorders.

Student discussions can be facilitated with chatting software like Google Hangouts or Skype Chats.

Students can make movies with software like Explain Everything, Screen Chomp, Educreations, and .

Field trip experiences can be captured with slideshow software like . Storybooks can be created with Storybird.

Having year-round access to technological resources can support individualized instruction. It lets the student go at their own pace with their preferred learning method.

Technology Promotes Multiple Intelligence Learning

There are many forms of intelligence, and there are a multitude of websites that offer incredible opportunities to further develop each type. makes it possible to promote聽differentiated instruction in unique and valuable ways.

Verbal-Linguistic (VL)

VL learners enjoy learning through reading, writing, speaking, and listening. These students are good at listening to the teachers and other students, taking notes, doing research, and writing reports.

Websites that support VL learning includes:

• 鈥� allows students to use words to express themselves creatively.
• 鈥� captures student voices with audio and video.
• 鈥� provides an online word processor and presentation tool.

Logical-Mathematical (LM)

LM learners love solving number and reasoning problems. They like organizing, measuring, and calculating.

Websites that support LM learning includes:

• 鈥� offers spreadsheet and data collection tools.
• 鈥� captures a sequence of steps during problem-solving.
• 鈥� helps create a virtual environment for experiments.

Visual-Spatial (VS)

VS learners think and organize spatially. They learn from seeing information that is presented visually. They love pictures, photos, illustrations, maps, charts, and presentations.

Websites that support VS learning includes:

• 鈥� helps students draw picture stories.
• 鈥� enables students to create characters and worlds.
• 鈥� allows students to create and direct their own movies.

Bodily-Kinesthetic (BK)

BK learners benefit from hands-on tasks and constructing things. They express ideas through touching and movement. They love to act, manipulate objects, move the mouse, take photos, and get involved physically in a project.

Websites that support BK learning includes:

• 鈥� provides a virtual world involving the manipulation of virtual objects.
• 鈥� creates a virtual world for students to interact with historical figures.

Musical/Rhythmic (MR)

MR learners learn best through auditory experiences like songs, rhythms, and patterns. They appreciate showing their knowledge with audio and video recorders.

Websites that support MR learning includes:

• 鈥� enables students to create podcasts.
• 鈥� encourages students to interact with music, sounds, and patterns.
• 鈥� enables students to record video with a webcam.

Interpersonal

Interpersonal learners love to interact with other students. They enjoy social events and discussions, cooperative projects and team activities. They love web tools that allow them to interact with other students on projects.

Websites that support Interpersonal learning include:

• 鈥� allows students to interact and work on solving virtual problems together.
• 鈥� encourages students to interact for a common goal.

Intrapersonal

Intrapersonal learners learn through meta-cognitive practices like thinking about learning. They like to work on blogs where they can share what they think about learning with others.

Websites that support Intrapersonal learning include:

• 鈥� allows students to blog about their learning process.
• 鈥� is a 鈥渨iki鈥� that lets students reflect on what they have learned.
• 鈥� is another wiki for students to create and reflect on their learning process.

Naturalist (N)

Naturalist learners learn from their environment and enjoy field trips that involve observation of, and interaction with, the world around them. They enjoy activities that involve nature.

Websites that support Naturalist learning include:

• 鈥� allows students to explore the earth with satellite imagery.
• – gives students access to explore the solar system, constellations, and galaxies.
• 鈥� helps students explore nature, animals, and the earth.

The use of technology in the classroom, with all of the resources available, can help teachers keep students engaged. It brings learning to the student and keeps learning student-centric. It empowers them to grow into lifetime learners.

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In the past, gifted students who zipped through seat work or tests early were as 鈥渢eacher鈥檚 helper.鈥� Not only does this practice threaten to bump up against child labor laws, it potentially exposes the child to bullying and further separation from peers.

Avoiding either of these dangers is possible by linking a gifted child鈥檚 interests to work and the school environment. Here are a few ways to keep exceptional children engaged and active when it comes to their classroom experience.

Inventory Their Interests

Some gifted children are hugely attached to their interests and manifest them early. There鈥檚 no mistaking what they鈥檇 like to do when they grow up鈥攐r now. But others are passionate learners . Interest inventories can be useful in helping a gifted child, parents, and educators discern a good path.

These interest inventories ask children to think about how they like to spend their free time, how they feel about introducing competition into school work, and what kinds of activities they might be attracted to (such as alone time vs. group time, or tasks involving a lot of kinetic activity vs. remaining more still) Interest inventories can also create insight into how a gifted student learns. Those which dive more deeply into thought processes can yield information on whether a student is visual or tactile, imaginative or logical.

It鈥檚 important to remember that these skills and inclinations might not exist to the exclusion of one another, and often manifest together. For example, just because a student has poor fine motor control doesn鈥檛 necessarily mean that she doesn鈥檛 enjoy crafts or studying art, and a child who likes to be active might still enjoy reading. Using interest inventories are mere starting points and guides rather than definitive assessments on a child鈥檚 abilities and skills. Always follow the child鈥檚 lead when interests are expressed; these will allow those who work with them to better enrich a day in the classroom or within a structured environment.

Group with Other Gifted Students

Placing gifted children with one another in study groups or enrichment sessions can be in many different ways. With other gifted children, they need not feel pressured to hide their gifts, and can challenge one another in healthy ways. Older children can positively influence and inspire younger ones. Smaller children can help older ones develop patience and group working skills.

Ensuring that exceptional children mix with their peers yields many benefits. Children who are grouped by ability with other exceptional students may not feel as lonely or isolated as peers who are educated in more traditional settings. They are less apt to think of themselves as strange or unable to fit anywhere. Having the support of a peer group outside of children of average abilities can boost confidence, challenge usual thinking patterns, and provide sources of intellectual stimulation outside of media and adults.

It鈥檚 important to mix children with different abilities, especially if some are . Spending time with these students help non-2e children expand their definition of giftedness and develop compassion for those of varying gifts. Especially if a peer is gifted and facing a physical, neurological, or behavioral handicap, grouping with those who are outside a gifted child鈥檚 usual orbit can help develop the exceptional child develop social skills and encourage group problem-solving.

Let Them Practice as Professionals

Gifted students and those who care for or educate them often face the challenge of . A traditional hallmark for gifted students is to the company of adults to that of other children, simply because they can be bored by their average peers. But due to asynchronous development, gifted students can also be around people of all ages. They may be perceived as arrogant, bossy, or impatient.

Some gifted children who are now adults report that they couldn鈥檛 wait to grow up鈥攏ot necessarily to have the freedom to eat dessert first or choose their own bedtime, but because they are eager to implement their own life choices and, in fact, to be taken seriously in their fields of interest. Young scientists wish to speak with their elders intellectual fields to learn the latest about chemical engineering research; exceptionally talented writing students are eager to learn from grown-up authors about the best ways to construct a plot.

By allowing gifted students appropriate contact with those who work in their goal career fields, educators and parents provide fertile ground for mentorship and role models in the adult world. Allowing students to conduct supervised experiments in actual labs, undertake a real-time archeological dig, prepare an animal for a 4H showing, or write and market a book is not only practice for the child鈥檚 professional life鈥攊t鈥檚 showing the student that he or she is not patronized and can make an impact. Allowing them to develop their gifts in this way not only assists in valuable skill building, it can encourage a student to work at his or her own pace and become more attentive to less favored subjects.

Invite Them to Become Problem Solvers

Gifted children, as complex thinkers, can become easily upset by world events or perceived injustice. By letting them explore these issues, and ensuring that they are provided with a wide range of information to encourage critical thinking beyond simple advocacy tactics, exceptional students can channel their passions and work ethic into worthy causes.

Doing so can help encourage the gifted to think beyond themselves, encourage empathy, and remind them that a world exists beyond their bedroom and classmates. Becoming personally invested in a project or issue can not only help exceptional children to feel that they are helping address a social issue which upsets them.

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Prepare Yourself First

Before ministering to your child, be sure that you understand the nature and scientific underpinnings of the test which will be administered to your child. An 鈥淚Q test鈥� is not a fill-in-the blanks worksheet. When your child takes a , it will be scheduled in advance and administered on a personal basis, one-to-one, by an independent clinical psychologist, counselor, or school psychologist.

An IQ or giftedness test is not given in a group or classroom environment. Such screenings can produce inaccurate results, skew the outcome, or provide a frame which is too narrow to fully assess a student. They are a first step, a single data point. The test will not, then, take place in the usual time-driven, anxiety-producing environment you or your child might associate with 鈥渢esting.鈥�

Parents should also understand that IQ tests do not, and should not, form the entire basis of whether or not a child should be considered IQ tests are but one form of information, and the of IQ testing provide a window into your child鈥檚 cognitive abilities. As such variables as the psychologist administering the test, your child鈥檚 state of mind, and even the conditions of the room might cause variance in the outcome, it鈥檚 important to treat IQ testing as what it is:聽 Part of a discernment process which takes place over a child鈥檚 entire educational career.

Avoid Placing Too Much Emphasis on One Test

If you are overly anxious about the test, your child almost certainly will be, too. Fretting over this single data point will communicate to the child that he or she may 鈥渟ucceed or fail鈥� based on this single encounter. Such , which in turn will likely negatively impact the experience. Emphasizing the supposed importance of a single IQ test, then, could ultimately prove counterproductive.

If the child feels the evaluation is not progressing well, he or she may feel attacked or defeated. As gifted children may place out-sized importance on and outcome-based performance, they need to understand that the evaluation will not impact their grades, that you will love him or her regardless of what the outcome is, and that the test does not reflect on who he or she is as full person.

Explaining Gifted Testing to Your Child

Once gifted testing is scheduled, inform your child about it, honestly answer any questions he or she may have, and explain that the evaluation is designed to help his or her teachers find out more about how he or she learns.聽 Rather than stressing the IQ test as a the child should understand it as an 鈥渆xploration,鈥� one for which they cannot prepare by studying or practicing. This might assist children who have testing anxiety or who do not perform well in traditional academic environments. Using the term 鈥渢est鈥� or 鈥渆xam鈥� may cause him or her to approach the evaluation with dread or fear.

It is important, however, to have a balanced approach to the evaluation. While children should not fear it, they should also understand that it ought to be viewed as part of a learning experience. Encourage him or her to have fun, but to also do his or her best.

Your child, especially one with perfectionist or , should be forewarned that some parts of the evaluation may seem difficult, and to not feel upset or like a failure. Explain that the evaluation is designed for students of all ability types, and that there is no 鈥減assing the test.鈥�

Day of the Test

How to treat the day your child takes an IQ test? Like any other one. Showing nervousness will only transmit itself to the child. Enforce a usual bedtime, provide a normal routine in the days leading up to the IQ test, and ensure that the child has had sufficient rest and nutritious meals.

If the child has many questions, answer them honestly, but avoid peppering him or her with reminders or encouragement. If you don鈥檛 know what the test will specifically entail, tell him or her so, but reiterate that the evaluation will not measure class material, enter a teacher鈥檚 gradebook, or affect his or her peers.

Keep your replies simple and avoid over-dramatics. He or she might put together puzzles, draw pictures, answer questions, or describe drawings. If at all possible, ask your child鈥檚 teacher, school psychologist, or guidance counselor what the IQ test might entail so that you can properly prepare your child for the experience.

Once you see your child after the test, avoid persistent questioning about it. This, too, can generate anxiety. Should he or she want to talk about the experience, engage him or her, but avoid pressuring him or her into revealing or quantifying 鈥渉ow well鈥� he or she did.

Working Through the Results and Findings

When your child鈥檚 test findings are communicated to you, it鈥檚 important to have a holistic view of the process. Would you love your child more or less with a higher or lower number?聽 Of course not. Having an 鈥渋t is what it is鈥� attitude towards the results will help temper your reaction to the outcome of the evaluation.

telling a child what his or her IQ is. Doing so may place undue pressure on the child, encourage him or her to compare peers favorably or unfavorably, or anchor his or her self-esteem in scholastic or gifted pursuits.

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