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There are over 180 different definitions of giftedness
Gifted kids are so smart they do fine with or without special programs
Gifted students make everyone else in the class smarter by providing a role model or a challenge.
Parenting young gifted children is labor intensive.
Fact: There are over 180 definitions of giftedness
United States Office of Education – gifted students are those "who have outstanding abilities , are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society".
According to NCLB- The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section 9101(22), p. 544)
According to ODE- "Gifted" means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (a), (b), (c), or (d) of section 3324.03 of the revised code.
According to the Columbus Group- "Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm . This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." The Columbus Group, 1991, cited by Martha Morelock, " Giftedness: The View from Within ", in Understanding Our Gifted , January 1992
Myth: Gifted kids are so smart they do fine with or without special programs
They may appear to do fine on their own. But without proper challenge they can become bored and unruly. As the years go by they may find it harder and harder as work does become more challenging, since they never faced challenge before.
Myth: Gifted students make everyone else in the class smarter by providing a role model or a challenge.
Actually, average or below-average students do not look to the gifted students in the class as role models. They are more likely to model their behavior on those who have similar capabilities and are coping well in school. Seeing a student at a similar performance level succeed motivates students because it adds to their own sense of ability ; watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence.  Similarly, gifted students benefit from interactions with peers at similar performance levels.
http:// www.nagc.org/index.aspx?id =569
Fact: Parenting young gifted children is labor intensive.
Some of the earliest signs of giftedness include:
unusual alertness in infancy = increased interaction
less need for sleep in infancy = long, sleepless nights, few breaks for naps
long attention span = repetition in play
high activity level = Mom and Dad trying to keep up
The flip side Inability to accept help from peers, nonconformity, reliant on self Independent, prefers individualized work Escape into fantasy, rejection of norms, may be seen as disruptive Creativity, inventiveness Inaccuracy, sloppiness, impatient with others, dislikes basic routine Acquires/retains information easily Tunnel Vision; resists interruption, stubbornness , resists duties Long attention span Talks too much, talks above the heads of his or her age peers Verbal skills Possible Problem Strength
The flip side cont’d Possible Problem Strength Critical of others, perfectionism , unreasonable standards for self Critical thinking Resistance to simple solutions ; constructs complicated rules, bossy Preference for Complexity Appears disorganized , scattered, frustrated over lack of time Versatility Extreme sensitivity to criticism or peer rejection Sensitive
Going into the shoe store, the salesperson says..." Do you have a size 7 foot? I have a size 7 shoe that should fit you very nicely, and may be just what you need. No? You have a size 9 foot? Well, all I have are size 7 shoes. Just wear this one anyway."
"I can't get it on."
"What's the matter with my shoe?"
"Nothing is wrong with the shoe. It is a perfectly fine shoe." [i.e., program/curriculum is great, just not a good fit. We are not putting down your program/curriculum.]
"Well, maybe you would like my shoe if I put this pretty bow on it. Or maybe a shiny buckle? Now put it on. I don't understand why it doesn't fit. How about if I give you more size 7 shoes? Will three be enough [more of the same!]? Well, then something must be wrong with your foot. What's wrong with your foot?"
"Nothing is wrong with my foot. I have a perfectly good foot."
In order for shoes to work well for you, they have to be a good fit. And imagine what happens when you have to walk around all day in shoes that are too small--you get a little cranky, don't you? Or maybe you decide to stop wearing shoes altogether! Good programs and good kids need to be matched for a good fit.