Gifted advocacy 2013


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Gifted advocacy 2013

  1. 1. The Gifted and Talented By Danielle Serra
  2. 2. Gifted Students  Gifted and Talented is a phrase used to describe high ability children. The gifted are those with high ability in one or more academic subjects, and the talented are those with high ability in sport, music, visual arts and/or performing arts.
  3. 3. Myths of Gifted Students We do not need a gifted class in our school because our teachers challenge our students in the same way as a gifted classroom would…
  4. 4. Myth vs. Reality  Gifted students do not need to be in a gifted classroom.  Students must have a high IQ to be gifted.  Children that have disabilities cannot be gifted.  It is important that students are in a class with their peers. That they are challenged not only by the teacher but also by the other students in their classroom.  Students can be gifted not only in an academic area but also in an artistic or athletic area. This is usually referred to as talented.  Children that have a disability are referred to as twice-exceptional. They are usually not recognized as gifted and are left struggling in a regular classroom.
  5. 5. Myth vs. Reality  Gifted Students do not need extra help.  Gifted students believe they are better than general education students and do not play well with others.  Children that are gifted support from teachers to help them develop their capabilities.  Gifted students are usually above grade level and usually have an easier time talking to peers that are on their own levels.
  6. 6. Twice-Exceptional Students  2E children are gifted children of above average abilities who have special educational needs - AD/HD, learning disabilities, Asperger Syndrome, etc. Because their giftedness can mask their special needs and their special needs can hide their giftedness, they are often labeled as "lazy" and "unmotivated".
  7. 7. Common Attributes of Gifted Students  Frustration with school and teachers  Perfectionism  Unrealistic self expectations  Lack of organization  Lack of study skills  Highly emotional
  8. 8. Approaches for teachers  Once identified  Focus on their gifts and talents  Tutor and mentor  Allow for needed technology  Teach organizational skills  Allow for open-ended projects where they can show their talents
  9. 9. References   Callard-Szulgit, R. (2008). Twice-Exceptional Kids: A guide for assisting students who are both academically gifted and learning disabled. New York. Rowman & Littlefield Education  Callard-Szulgit, R. (2010). Parenting and Teaching the Gifted. Second Edition. New York. Rowman & Littlefield Education