Helping Gifted Learners Soar by VanTassel-Baska

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.

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.

Cultural competence is about having awareness, respect and understanding about the diversity around you. Cultural competence is one of the eight key practices that the early years learning framework features as vital to support a child’s learning. Cultural competence is about learning and building an understanding about different cultures while being respectful and open about different cultures and the people within them. Its more then just awareness of cultural differences, its about the ability to understand people across different cultures and developing constructive attitudes concerning cultural difference.

It has been seen that gifted children have different coping mechanisms, as they are likely to face different problems than their peers. This usually means them being overlooked by staff as they are not seen to need the same assistance as other students. It is often found that gifted girls may learn to hide their abilities in order to blend in with other children whereas gifted boys are usually considered immature and are unable to socialise with children their own age. These children usually have different learning methods therefore teaching staff may find it hard to work with their needs. This may lead the child to feel bored in class when the work is not differentiated to their

programs, the gifted child learns how to overcome adversity, a life-skill that benefits the gifted

"Cultural competence is defined as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross cultural situations (Cross et al., 1989; Issacs & Benjamin, 1991). Operationally defined, cultural competence is the integration and transformation of knowledge about individuals and groups of people into specific standard, policies, practices, and attitudes, used in appropriate cultural settings to increase the

The second compliance standard we discussed was “Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas.” She stated that the G/T students are given additional challenging and creative opportunities to master the content. Furthermore, G/T teachers are required to demonstrate the ways they facilitate the differentiated content for these students. This includes participating in projects and fairs, taking field trips, and encouraging student-centered instruction. The last standard we discussed was “A minimum of thirty (30) clock hours of professional development . . . required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.” She mentioned that Plummer Middle School provides adequate staff developments for educators who are also given a deadline to complete their certification. Teachers are well informed about opportunities to improve professionally and the principal is keen on allowing them to attend these activities (Texas Education Agency, 2009; M. Studer, personal communication, February 16, 2017).

After talking with my host teacher, any students who have an IEP he assesses in order to determine his or her weaknesses and strengths in sports skills, fitness, and basic motor skills. Based on the results he creates long term goals that relate to the students overall program goal in order to be successful and meet the objectives for the class. The teacher stated that he mostly encounters advanced or gifted students. These abilities can range from physical abilities and performance or cognitive ability in regards to the use of knowledge and understanding

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

As a teacher, I would enhance the learning of critical thinking, problem solving, and performance skills of individuals with exceptional learning needs, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula2 and to appropriately modify learning environments for individuals with exceptional learning needs. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with exceptional learning needs, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

The misconception of the rate of depression and depressive symptoms in gifted students has met some conflict. Research has shown that the rate of depression and depressive symptoms among gifted students were no higher than nongifted students. Some data have found more depression and depressive symptoms in gifted students while others have found

As with many other students in my class, being placed into a gifted education program meant having to move to a new school, make new friends, and start a fresh routine; I was no exception. I was identified as a gifted student in grade three and began school at Churchill Heights Public School in grade four because of my requirement for special education. This is a defining moment in my life because it resulted in

Criteria 1: This criteria is being met because it states “the gifted students’ curriculum in their regular classrooms is the same as that delivered to other students in their classroom” (program guide). However, it needs to be made sure that they have mastered the information before the students have left the classroom to then have enrichment material during the pull out session. Another alternative that the school could use, is the students are pulled out during the same subject but are able to do the material at a more accelerated pace, resulting in a more enriched curriculum which challenges the gifted students.

The 9-12 grade gifted students are placed into Honors and AP classes. The criteria includes: a teacher recommendation letter (8th grade), parent recommendation letter and the report card. Similarly, District C uses Teacher/Parent Rating Scales as a part of the criteria for 2-8 and 9-12. The identification criteria considered for (2-8) also includes a student/parent interview and a math and reading assessment. This is closely aligned with the criteria in District A for 6-8. For the high school students the rating scales are considered but the student must have A’s or higher. There are additional requirements for certain programs.

Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.