12. Questionnaire
To educators:
• Have you encountered a child
entering kindergarten whom you
identified immediately as gifted? If
yes, please explain.
• Do you feel identification before
entering school would help you to
modify your plans for gifted children
– similar to educators in older
grades are aware of which students
have been identified?
• What would you like to tell parents
about identifying young, gifted
children?
To gifted educators:
•What age do you typically see children
identified as gifted enter your program?
•Do you feel the children identified at a
later age showed characteristics of
giftedness before their identification? If
yes, how far back have you noticed
traits?
•What would you like to tell parents about
identifying young, gifted children?
•Do you feel some behavioral problems;
such as inattention, laziness and boredom
would diminish if young, gifted children
received aid in identification at an earlier
age?
To child psychologists:
•In your career, what age is the youngest
age you have privately identified a child
for potential giftedness?
•Does this age differ from other ‘mental
disabilities’ (diagnoses that allow for
school regulated IEP) schools currently
screen for?
•What would you say the public
perception of gifted youth is?
•What do you say the public school
perception of gifted youth is?
•What would you like to tell parents and
schools about gifted education and
reforms?
13. Questionnaire
To parents of children identified as gifted:
• What would you like to tell schools and
professionals about your experiences as a
parent with a gifted child?
• At what age did you notice your child was
showing characteristics of gifted, and what
were those characteristics?
• Do you feel the timeline for evaluation was
adequate to your child’s educational
needs?
To parents of potentially gifted children:
• What would you like to tell schools and
professionals about your experiences as a
parent with a bright child?
• At what age did you notice your child was
showing characteristics of gifted, and what
were those characteristics?
• What are your concerns about individual
education when your child becomes school
age?
14. Analysis and Research
Analysis:
• Analyze data from AIM 1 and AIM 2
• Determine how or if need based program
would have applicants
• Potentially extend research out to larger
pool of professionals in area to increase
subject size.
Research:
• Research whether current standards
correlate to a potential need for
programming for gifted youth prior to school
entry
• Additional research on brain and cognitive
development over the first five years of life
• Additional findings by other researchers on
gifted youth prior to school age
