Gifted Students In US Pull-Out Research

Gifted students have a higher risk of dropping out of school due to a number of factors including a lack of challenge in academic areas, feeling disconnected to their fellow students and their teachers, potential drug and alcohol abuse and the lack of coping skills to deal with increased sensitivities. Additionally, gifted students are known to experience a lack of community or none acceptance at school, a high sensitivity not acknowledged in school, no help in learning coping skills for dealing with a major loss such as illness, death or changing schools, issues with authority but most importantly, they often do not have an advocate to help bring out meaningful change (Hansen and Torso, 2007). These factors have led to gifted students being underachievers, dropouts, or students who have developed an overall negative impression on school and learning in general.

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

(2013). Curriculum Issues. Gifted child Today. Retrieved from Education Full Text (H.W. Wilson), Ipswich, MA. Accessed July 29, 2015.

I've heard educators say that it is often hard to validly identify students and disentangle the disability from the language problems" (Maxwell & Shah, 2012). Deciding if an ELL student belongs in a regular classroom program, a special education program or gifted program is not one that is a straightforward undertaking. Sometimes there have been situations where a student need and should qualify for a gifted program and they are overlooked, and a student placed in special education when they did not belong there. Here I will discuss the issues with the over representation of ELL students in special education and the under representation of ELL students in gifted programs.

There is little difference in the self-concept when it comes to gifted students and their same-aged peers. Gifted students have lower self-concept and experience more anxiety and isolation, as they progress through school. They also feel more confident if academics situations, as opposed to social ones (p.13). Colangelo points out that gifted students are not except from underachievement, suicide, or delinquency (p.13). Gifted minority

Throughout my high school career I was in a gifted program and it was helpful to an extent, the only classes I felt truly challenged in were advanced placement English and Dual Enrollment Anatomy. The program was helpful because it helped pay for many college preparation tests, that my parents were unable to afford. However, in Virginia, there are Standards of Learning tests. These tests have caused teachers to teach a different way, they now teach to a test. Because teachers focus more on the students who are falling behind, bright students tend to be left behind and do not reach their full potential. Due to the lack of focus on the brighter students, many bright students fail or even quit school because their needs are not being met by the school system. Bright students are not excelling due to the lack of attention received by teachers, the lack of challenge, and the lack of commerce.

A longitudinal study completed by Cross et all (2004), examined the psychological traits of gifted students (n = 139) entering a two-year high school residential program. They tested the students using the MMPI-A upon entry to the school and after the two-year stay. Clinical scales mean scores for this study were between 40-50 for both tests. The standard deviations for the clinical scales at entry were between 7.58 – 12.11 which were similar scores found in the norm sample. At the two-year mark, the standard deviations were slightly larger suggesting a broader range of testing scores, but scores still did not deviate far from the norm. The validity scales were examined using Wilks’ Lambda and the K scale showed the only significant change. This showed that the students’ answers were consistent and honest. There were two clinical scales that showed statistically significant change, in individual students, between the entry and the two-year test; depression and hysteria. Scores in three of the five subscales of depression were significant; subjective depression, psychomotor retardation, and mental dullness. Denial of social anxiety, need for affection and inhibited aggresses were the three of five subscales of depression that were significant. Overall, the study found that gifted students do not differ

Unfortunately, holding students back encourages classmates to perceive these students as failures, which can affect the student’s self-esteem. Research has revealed that retained students are more likely to experience behavior problems, poor peer interactions, dislike of school, and poor self-concept (Jimerson 7). With all of the emotional impacts of grade retention, it leaves the student disengaged, which is not a state to promote academic achievement. Grade retention can easily be illustrated as a domino effect, once one domino falls into the other they all eventually fall. The first domino to fall from being retained is the emotional effect that leaves the student disengaged. After the student takes that hit it leads to an unsuccessful academic achievement due to the disengaged state. Finally, the student is left years later lost, unable to catch up and the risk of dropping out for this student has now dramatically increased. All of these unfortunate effects could have been avoided by providing the student an intense intervention program. Although, numerous studies have proven grade retention is not beneficial, some would still

To define what gifted is sometimes is difficult. Children who achieve show high-performance potential in the areas of intellectual, creative, artistic and leadership and academics. Gifted students may show one or two of these traits, and even if student’s show these features, it does not mean that they are gifted. Terry Friedrichs is one of the leaders in gifted education. One of his interests is gifted students with Asperger Syndrome.

By allowing high ability students to learn together, “achievement, interest, and motivation are increased through the combination of intellectual challenge, advanced subject matter, and the use of high-level thinking skills” (Gentry & Fugate, 2013, 214). Gentry & Own (1999) concluded that teachers, who were trained in the instructional strategies usually found in gifted classrooms, were more confident in implementing these strategies to all students. Gentry (1999) found that over time, “fewer students are identified as low achievers and more students are identified as high-achievers” and that “achievement increased among all students in the cluster-grouped school” (Gentry & Fugate, 2013, pp. 215,

Twice-exceptional kids, mentally skilled youngsters with special needs, experience issues in our training framework - on the grounds that their talent can cover their extraordinary needs and their exceptional needs conceal their talent, they are regularly named unmotivated, or not attempting to succeed. The challenges for twice-exceptional kids is that they learn an additionally harming lesson, on the off chance that they can't do an task immediately, they won't have the capacity to do it by any means. The work in school is either excessively troublesome or too simple. This is exacerbated by the regularly happening issue of under-recognizable proof; in light of the fact that exceptionally skilled kids are so great at making up for their unique needs, their issues frequently go undetected. At this point, a lot of mental and scholastic harm may have occurred. Many individuals don't understand that a youngster can be both skilled and have learning

Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and

gifted child's at Beyazit Ford Otosan Primary School, which is the pilot scheme school for the

According to the National Association for Gifted Children, “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 such areas 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” (Definitions of Giftedness, 2017, pg. 1). Gifted and talented students require learning that challenges them but also allows them to explore their creativity and come up with their own conceptions on what they are learning about and how it relates to their lives. While gifted and talented students are on a higher learning level and need to be challenged you still have to understand that they are also still children. Gifted and talented students can struggle just like other students and also might have behavioral problems like other students as well.

The average student’s academic decline usually begins with the inception of high school that is, 9th grade. When students go to high school, they may have up to seven different teachers in any given year. Students say that they perform better when the teacher connects with the classroom and is encouraging (Smith). M. Burns, a suburban public school teacher, says that the biggest contributing factor to a student’s success is having a teacher, who cares about their students. He explains that students with an encouraging teacher actively participate in class, naturally yielding higher test scores. Additionally, Burns addresses the fact that students are afraid to “let-down” teachers that they have a bond with and therefore feel obliged to perform well. On the contrary, students say that teachers who are “mean” breed lower academic success rates because students are intimidated and afraid to ask questions. According to students, some teachers are even denigrating to students who are less intelligent. However, connecting with all students on a personal level is difficult for teachers to do when they have over a hundred students to teach (Smith). Due to the fact that high school teachers can simply not teach all subjects, like having one class throughout the day, the student toteacher connection is lacking and a block schedule may address this issue. A block schedule would mean that a student