The document discusses misconceptions about gifted learners, highlighting the need for appropriate educational support. It debunks myths such as the notion of global giftedness, the belief that giftedness is solely biological or environmental, and the idea that gifted children inherently possess exceptional IQs. The document emphasizes that gifted students require tailored educational experiences and support to thrive, including curriculum compacting, differentiation, and parental involvement.

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Elizabeth Artemis Bailey

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* Youth who show the potential to perform at remarkably high levels
of accomplishment when compared with others of their age,
experience or environment.
* Exhibit high-performance capability in intellectual, creative,
and/or artistic areas, possess an unusual leadership capacity, or
excel in specific academic fields.
-US Department of Education

3. *
* A series of misconceptions surrounds gifted learners, fueling a
severe failure on the part of our education system to meet
their needs.

4. *
* MYTH: Global Giftedness. The idea that gifted children are gifted
across the board
* REALITY: This idea that all gifted children are “globally gifted” is
about as mythic as a robot unicorn, and nearly as dangerous. It
ignores the existence of “twice-exceptional” kids, children who
are gifted in one area and learning disabled in another. Belief this
myth can result in a lack of support for learning-disabled gifted
students as well as the failure to properly identify some students
as gifted.

5. *
* MYTH: Giftedness is entirely biological
* REALITY: Environmental factors play a major role in determining
the development of gifts. This is why we must deliberately
create a nurturing environment.
* Myth: Giftedness is entirely environmental.
* REALITY: This myth ignores the powerful role of biology.

6. *
* MYTH: Exceptional IQs are held by all gifted children.
* REALITY: There are many ways to be gifted, and not all of
them necessarily involve high IQ. For example, art and music.
These children’s needs are still not met by regular school
programming.

7. *
* MYTH: Gifted children are “made” by pushy, obsessive parents,
which often results on the child’s loss of interest.
* REALITY: Gifted children want to develop their gifts, and the
involvement of supportive and dedicated parents is extremely
positive! This is especially true when schools fail to meet gifted
needs.

8. *
* MYTH: Gifted children glow with psychological health.
* REALITY: Non-gifted peers often ridicule gifted students because
they are different. Gifted students often feel unable to connect
with classmates who are on a completely different intellectual
level. Gifted students often feel like they should not participate
in class, for fear of being perceived “show-offs.” Gifted students
often feel like their daily school routines are pointless.
* …Do these sounds like ideal conditions for cultivating glowing
psychological health?

9. *
Gifted children’s needs are not met by regular classroom
instruction. They need support if they are to learn and grow every
day.
Key Ingredients
* Curriculum compacting
* Differentiation
* Parental support
* Support from administrators and teachers
* Opportunities to interact with other gifted children
* Gifted programming
* Projects that facilitate exploration of their gifts, and
opportunities to tackle real life issues
* Teacher training

10. * National Association for Gifted Children
http://www.nagc.org/
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11. Winner, E. (1996). Gifted Children. New York, New
York: Basic Books.
Callard-Szulgit, R. (2012). perfectionism and gifted
children. Lanham, Maryland: Rowman & Littlefield.
Callard-Szulgit, R. (2010). Parenting and Teaching
the Gifted. Lanham, Maryland: Rowman &
Littlefield.
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