Research Proposal: National Association For Gifted Children

Falls Church City’s Local Plan for the Education of the Gifted can be found at the following address: https://docs.google.com/a/fccps.org/file/d/0B7vaFg7PcgKyTGs3T3NZcGtaRjQ/edit

Motivating gifted students can present a challenge for any teacher. Many children are coming to school with very little enthusiasm to learn, especially the gifted child. Although

Adams County public school system’s current program doesn’t seem to recognize any minority or poor students who could be considered gifted. Educators in this district and committee members seem to lack any motivation to include diverse learners in their program. The fact that Adams County only recognized three out of four hundred thirty-eight over a five-year span is appalling. I feel Adams County need some major changes to extend their idea of giftedness. It needs to start with intensive and in-depth teacher training along with community outreach and awareness programs to help educate parents about giftedness. For instance, parent could learn ways to better support their children and help identify their child’s areas of giftedness.

Implementation of the Gifted and Talented program is headed by Stephanie Cantu. She requires rigorous standards to be met by teachers, students, and parents. If a parent fails to meet a deadline or sign paperwork their student will not qualify for testing that academic year. Testing will be done the following year if the next grade level teacher nominates that student. Students, if accepted into the Gifted and Talented program, will remain in the program unless their grades fail to meet expectations, they exit or request a furlough..

This often occurs due to testing being warped and using a single mode of assessment, such as focusing only on IQ scores, Rather than using a single mode of assessment, testing should include both intelligence and achievement data in order to fully determine if a student is both gifted and achieving, gifted and underachieving, or gifted but weak when it comes to academic or social skills. This would help significantly when it comes to determining placement decisions for students as well as help those gifted underachievers become achievers by teaching them study and language skills that they may currently be lacking. Recruitment for gifted education programs need to develop a more well-rounded philosophy, significant changes in the deciding

Gifted students are mistakenly perceived as individuals with the intellectual capacity to excel in their endeavors whether it is academically, artistically, athletically, or musically; however, this is one of the most common myths educators believe. According to the National Association for Gifted Children (n.d.), gifted students are those who have outstanding abilities to reason and learn or who demonstrate exceptional proficiency in one or more areas such as mathematics, language, painting, dance, sports, and more. With this definition, the gifted youth likely are capable of achieving their goals on their own, but these kids have demands that must be met in order for them to succeed. Some teachers argue that gifted students do not require

National Association for Gifted Children website mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. They aim to help parents and families, K-12 education professionals including support service personnel, and members of the research and higher education community. We can find the Twice-Exceptional Special Interest Group, this group provides professionals a network where they can meet to discuss research, programs, curriculum and new developments for this special area of gifted education. I couldn’t find specific information for children from 0 to 8-year-old, but they give relevant information for parents who notice something exceptional

The teaching philosophy of exceptional children: My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow the student to learn at his/her own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well

Anoora, the special school for the gifted children, is one of a kind project which offers one of its kinds learning opportunity for the differently able children. We at Anoora staunchly believe in the concept of “let them fly”. Every child has got its own wings, it just needs someone who helps them spread it and fly high. Our caring and friendly atmosphere will give your child all the arenas of flying, and growing himself. We are a team of highly trained and enthusiastic professionals who are pretty much walking with the time and have a deep knowledge about the new and improved therapy methods.

Currently the Jacob K. Javits Gifted and Talented Students Act of 1988 is the only national law which directly addresses gifted children, and is the sole channel for federal funding of gifted education (Russo and Ford; Inman and Kirchner 10). The Act reinstated, expanded, and updated programs which had been cut, but it has several limitations (Russo and Ford). It does not address the needs of students or mandate creation of gifted programs (Inman and Kirchner 10; Russo and Ford). Instead, it allocates money, ranging from $0 to $11.2 million, for research grants (Inman and Kirchner 10). It also does not set “substantive or procedural due process safeguards” as IDEA does (Russo and Ford). Although the Act has great intentions, it can be ignored by states or districts which do not place priority on gifted students (Russo and Ford).

When dealing with gifted children, there are often many social and emotional problems that are underlying. Gifted students are not like other students. These students are often referred to as the ones that are smart with good grades and have superior test scores. Gifted students are envisioned as the students that are extraordinary in many aspects! What is not always

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.

A second characteristic that I would alter a lesson for gifted students is under the reading characteristic. A list of books that pertain to each topic would be presented for a book club that would be held during our Warrior’s Period (study hall), which would enrich the curriculum. This would enable the student to broaden their horizons while showing interest in advanced reading for extended periods of time (Renzulli et al, 2002, p.

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.

Our gifted programming standards take several factors of a gifted student’s educational experience into account. Our primary goal is for each gifted student to develop well-rounded academically, socially, and emotionally.