Gifted Children Essay

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    and biased are just a few of the things that come up when psychologists, teachers and parents discuss how to determine if children are gifted and talented. In the United States, 6 to 10 percent of school age children are labeled “gifted” and are placed into classes that cater to their advanced abilities (National Association of Gifted Children, 2014). School age children, in some states, can be as young as four years old. A lot of the controversy starts right there: how can four year olds be

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    In the 1996 book Gifted children: Myths and realities by Ellen Winner, the author of over 100 articles and four books, takes the opposing view in this work to the more current studies regarding producing giftedness through effort, as her study here defends a heavier influence played by brain development. She recognizes three characteristics found in gifted children: precocity, an insistence to marching to the beat of their own drummer, and what she calls a rage to master, or better stated, a driving

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    Does the last 40 years of technological advances pose a threat/problem for gifted children? Provide two examples of how gifted children’s experiences today differ from those of previous generations. Describe how this is a problem or threat. Technology, it’s everywhere! “The last 40 years have seen many changes, from what were once considered global issues, such as population growth and environmental concerns, to the daily activities in which we each engage” (Cross, 2011), thinking about all the changes

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    special education programs for gifted children are an unnecessary burden on tightly-budgeted and under-funded school systems, but this is actually far from the truth. The gifted are perhaps the most neglected group of special needs children in almost every school district. Because many people assume that the gifted do not need extra attention, gifted programs are often the first program to be cut when budgets are reduced, but I suggest that they be the last to go. These children have profound talents and

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    #1: National Association for Gifted Children URL: https://www.nagc.org I. Overview: National Association for Gifted Children's main goal is to bolster the individuals who advance the development and improvement of skilled and capable children through training, examining and assembling groups. The association helps families, K-12 training experts and individuals from the exploration and advanced education groups who work to help skilled and capable children as they expect to accomplish

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    There are many cognitive and affective characteristics of intellectually gifted adolescents which differ from those of their non-gifted peers. These characteristics have the potential to assist academic and social development, or conversely may present social and academic difficulties for the adolescents. Two cognitive characteristics and two affective characteristics typically associated with gifted adolescents will be examined to explore the relationship between these characteristics and their

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    This essay will focus on the inclusive practice in relation to the early childhood education context and particularly to the special educational needs of the gifted children. This will also cover the policies/legislation, current research, national and international perspectives of inclusive practice in early childhood education. The complexities and practicalities of inclusion in terms of learning opportunities and experiences, environmental considerations and peer relationships would be critically

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    TIPS FOR DESIGNING KITCHEN KITCHEN The kitchen is the most lively and important part of any household. It is the place where people spend their quality time either in cooking or enjoying meals with their family. It is not an easy task to design a kitchen. A lot of important points must be kept in mind before you decide to design your kitchen. A kitchen becomes ideal when all the features of the kitchen like storage, cooking area, dining area, floors are considered carefully before designing it

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    The Emergence of Gifted Children", Leslie Margolin explains the social construction of gifted child programs in our public school systems. Even the name “gifted child” is socially constructed to give the impression that the child is special or different from the other children. The gifted program itself was socially constructed in the early 19th century to help separate the upper-middle class students from the newly admitted lower class students. This is done by giving the children a test to find if

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    interventions. Interventions such as The National Association for Gifted Children (NAGC) No Child Left Behind, (NCLB) and Every Student Succeed Act (ESSA) are just a few federal and state interventions that had a tremendous impact on the way we educate and motivate children to learn. 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

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