Gifted Flaws

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

In this paper, I will write my response to the assigned reading of chapter four from How to Run Your Business by The Book by Dave Anderson.

Within a community, there are differences among the individuals, both subtle and obvious. Emphasizing the differences in intellectual ability, the definition of the genius is a person of great individual talent and ability that far exceeds that of their peers. In that context, the genius comes from all walks of life, yet, inevitably, becomes conflicted with issue of identification. The genius is simply unlike his or her peers, yet desires to identify with their community. In this, the puzzle and conundrum that is the genius is revealed. Focusing on the lower class, a person of great and immense intellect is born into a community where their peers cannot fathom the depths of the individual’s genius. Because the community cannot offer

The stress of raising a gifted child can be more unique then raising other children. It has been compared to raising a special needs child (Renati, Robert, et al., 2016, p.6). One study found gifted students long term happiness is directly related to whether they thought their parents were warm and supportive (Renati, Robert, et al., 2016, p.6). The main sources of stress for parents raising gifted children have been identified as: lack of parenting alliance, stress that stems from finding helpful educational strategies, lack of persistence, and lack of management of family routines (Renati, Robert, et al, 2016, 13-14). So if you can come up with a plan between the two of you to try to combat these issues ahead of time they may save you stress in the long run. The relationship between the parents or care takers of the gifted child must be strong in order to aid in the success of raising the

There are many myths surrounding the education of gifted students. According to Cross (2002), some of these myths include: gifted students should spend time with their age peers, gifted students should be well rounded, giftedness is a natural occurrence, professionals who work with gifted students understand the their social and emotional needs, adults truly understand what it is like to be gifted in today’s society, messages about being too smart, and the age old statement that all students are gifted. While these myths are prevalent in education, they are myths and we need to be enlightened and dispel these myths.

Making of a Genius: Conventional educational and Job training are notorious for crushing our confidence and squelching our most brilliant thoughts. Genius are nothing but ordinary people who are able to widen their channel of attention making their conscious a subtle, unconscious

Gifted is a story of a 7-year-old math genius named Mary (Mckenna Grace) torn in the middle of a custody battle between an overbearing grandmother and her borderline deadbeat uncle. Mary’s mother committed suicide shortly after she was born and her Uncle Frank(Chris Evans) wants her to live a normal everyday life. Her grandmother Evelyn (Lindsay Duncan) however, wants Mary to follow in her mother footsteps and work to capitalize on her math talents. If they both realized earlier that doing a bit of both was completely manageable, it would have saved them 7 years of animosity and a buttload of lawyer fees. But I guess there wouldn’t have been much of a story that way. There is a not so subtle theme of wealth privilege displayed as Rural Florida takes on Upper-Class

Ellen Winner also authored a very relevant article in 2000, titled The origins and ends of giftedness. This article is essentially a supplemental piece to her book, cited above. This article was written four years after it, and her perspective on the origin of giftedness in children has begun to lean a bit more toward the growing psychological opinion that giftedness most often arrives from goal directed hard work, otherwise referred to as deliberate practices. Winner also continues with a cautionary focus on parents who are over eager and often overbearing when pushing their young children to learn, and in turn negatively affect them emotionally and behaviorally. In the article she notes, though, that parents of high-performing children tend

Being a naturally gifted person can also influence your way of life. It can change the way you live, work, and where this happens. You might be naturally talented at painting, and the best business is in Italy and you work there. You can become a very famous musician if you are the best at what you play. You only became the best because you were naturally good at

Teachers, administrators, parents, students, and community members in a district are by far the most aware of the diversity present in those areas and how best to serve their gifted student populations, specifically in relation to ethnic, racial, and socio-economic concerns. A local definition of giftedness allows for policy making to occur on home turf, where best practices catering to specific groups of gifted students can be utilized and the scope of the definition is able to be more succinct in targeting certain student needs. As the National Association for Gifted Children (NAGC) states, the goal of a definition of giftedness is to “provide the framework for gifted education programs and services, and guide key decisions such as which students will qualify for services, the areas of giftedness to be address with programming, when the services will be offered, and even why they will be offered (NAGC-Def). Districts have the advantage of knowing their students, populations, and communities. There are, however, some downsides in allowing localities to write their own definition of giftedness and the ramifications of what follows. First, the school district must have qualified administrators and educators creating the policies. According to a study done by the NAGC for the 2012-2013 school year, 43 percent of states responding to a survey do not require professionals working in gifted and talented programs to have certification or endorsement in gifted and talented education. Fairly bleak numbers, although a federal mandate requiring gifted programs in every school district will most likely change this fact. Next, locally defined characteristics of giftedness

Before the 1950s, most educators and school systems tended to follow Louis Terman’s example and based most decisions about gifted individuals on IQ and scholastic achievement scores. Standardized group intelligence tests, such as California Test of Mental Maturity, were often used to determine IQ. In these tests, educators were looking for exceptional ability in verbal or performance IQ, or a combination of the two. For the final identification, individual IQ tests such as the Wechsler scales and the Stanford Binet were used. Most school systems around this time considered an IQ of 130 or above to fall in the "gifted" range. This information comes from a book by Frederick B. Tuttle, Laurence A. Becker, and Joan A. Sousa (48).

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because

There are many smart people in the world that do not know how smart they really are. The reason for this is they have not been given the tools in their environment to know their capabilitieswhat they are capable of. While genetics may place some limits on intelligence, there are “views that genius is not inborn, but that outward evidence that genius occurs via practice, persistence, and maybe a little luck ” (Phoenix 1). Studies have been conducted to help high achievers and gifted individuals to reach their full potential. There was a family of three children in the UK who were homeschooled. Their

The education of the gifted and talented student is often neglected in this country. The neglect is not done on purpose but it is sometimes due to the lack of information on the education of this particular student. Teachers must first understand the gifted and talented student, familiarize themselves on more appropriately educating the student and learn to work with parents, guardians and other teaching professionals to provide for the academic needs of the gifted and talented student.