TAG VOCABULARY STUDY FOR ADVANCEMENTREFERRAL FROM FOR RECOMMENDING CHILD FOR THE GIFTED PROGRAMTesting for the Gifted Program will begin Monday, February 23. TAG teachers are currently identifying students for testing through their F&P and Ikan/Gloss testing scores. If you are interested in having your child tested for the program, please contact your TAG classroom teacher or complete the Henry County Referral Form at the website below:
How Parents Can Support Gifted Children
The Many Sides of Being GiftedParents Press for Attention to Programs for Gifted Studentshttp://www.edweek.org/ew/articles/2013/10/02/06giftedparents_ep.h33.html?tkn=VTLFJtr60Kahjx1B%2FGMOya2PiNB9sZA0sVjr&cmp=ENL-EU-NEWS1
For More Information;
Henry County Schools Gifted Education Services
National Association for Gifted Children
Working With Gifted and Talented Children
Meeting the Needs of Gifted Children in the Regular ClassroomHigh School Years: College Prep or Life Prep? (Recommended by Dr. Aaron Randall)http://www.psychologytoday.com/blog/creative-synthesis/201204/high-school-years-college-prep-or-life-prepGifted Child Development Center
Raising and nurturing a gifted child can be an exciting yet daunting challenge. Unfortunately, these complicated little people do not come with instruction manuals. The following new definition of giftedness highlights the complexity of raising gifted children.
Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. (The Columbus Group, 1991, in Morelock, 1992)
Asynchrony means being out of sync, both internally and externally. Asynchronous development means that gifted children develop cognitively at a much faster rate than they develop physically and emotionally, posing some interesting problems. For example, ideas forged by 8-year-old minds may be difficult to produce with 5-year-old hands. Further, advanced cognition often makes gifted children aware of information that they are not yet emotionally ready to handle. They tend to experience all of life with greater intensity, rendering them emotionally complex. These children usually do not fit the developmental norms for their age; they have more advanced play interests and often are academically far ahead of their age peers. The brighter the child, the greater the asynchrony and potential vulnerability. Therefore, parents who are aware of the inherent developmental differences of their children can prepare themselves to act as their advocates.
Children learn first from their parents. Parents who spend time with their gifted child are more able to tune in to their child's interests and respond by offering appropriate educational enrichment opportunities. It is important that parents read to their children frequently, even when the children are capable of reading to themselves. In the early years, parents can help their children discover their personal interests, expose their children to their own interests, and encourage their children to learn about a wide variety of subjects such as art, nature, music, museums, and sports. Children who are attracted to a particular area need opportunities to explore that field in depth. Home stimulation and support of interests is vital to the development of talents. Following the lead of the child will help the child flourish.
Gifted children often can exhaust and overwhelm a new mother and father. Gifted infants often sleep less than other babies and require extra stimulation when they are awake. It is helpful to have extended family in the home, grandparents who live nearby, a close community of friends or relatives, or a teenager in the neighborhood who can spend some time with the child so that the primary caretakers can get some rest to do other things. For single parents, such support is particularly important. From the time they can talk, gifted children are constantly asking questions and often challenge authority. "Do it because I said so" doesn't work with these children. Generally, parents who take the time to explain requests get more cooperation than do more authoritarian parents. If these children are spoken to and listened to with consideration and respect, they tend to respond respectfully.
As children get older, a family meeting can be a good way of sharing responsibility and learning negotiation skills. Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur. It is important for gifted children to feel emotionally supported by the family even when there are disagreements.
The key to raising gifted children is respect: respect for their uniqueness, respect for their opinions and ideas, respect for their dreams. Gifted children need parents who are responsive and flexible, who will go to bat for them when they are too young to do so for themselves. It is painful for parents to watch their children feeling out of sync with others, but it is unwise to emphasize too greatly the importance of fitting in. Children get enough of that message in the outside world. At home, children need to know that their uniqueness is cherished and that they are appreciated as persons just for being themselves.
Career Planning for the Gifted and Talented
Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Students may have many choices available because of multiple gifts or a particular talent, and a career choice in that area seems inevitable. There is no need for career planning: The student is simply expected to make an occupational decision around the sophomore year of college and then follow through on the steps necessary to attain that goal.
Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Studies with such diverse groups as National Merit Scholars (Watley, 1969), Presidential Scholars (Kaufmann, 1981), and graduates of gifted education programs (Kerr, 1985) have shown that the path from education to career is not always smooth, and it may be complicated by social-emotional problems and needs of gifted students that differ from those of more typical students.
Multi-potentiality is the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities (Frederickson & Rothney, 1972). The broad range of opportunities available tends to increase the complexity of decision-making and goal setting, and it may actually delay career selection. Multi-potentiality is most commonly a concern of students with moderately high IQs (120-140), those who are academically talented, and those who have two or more outstanding but very different abilities such as violin virtuosity and mathematics precocity. Signs that multi-potentiality is a concern include the following:
Elementary school: Despite excellent performance in many or all school subjects, students may have difficulty making decisions, particularly when they are asked to make a choice on topics or projects from among many options. Multiple hobbies with only brief periods of enthusiasm and difficulty in finishing up and following through on tasks (even those which are enjoyable) are additional signs for concern.
Junior high: Despite continued excellence in many or all school subjects, difficulty with decision-making and follow-through continue. Students may participate in multiple social and recreational activities with no clear preferences, and they may over-schedule, leaving few free periods and little time to just think.
Adulthood: Some of the implications of multi-potentiality can be seen in bright adults who, despite excellent performance in most jobs, hold multiple positions in short time periods and experience a general feeling of lack of fit in most jobs. Some experience feelings of alienation, purposelessness, depression, and apathy despite high performance and excellent evaluations. Some experience periods of unemployment and underemployment, or they fall behind same-age peers in career progress and sometimes social development (marriage, family, community involvement).
Possible intervention strategies for multi-potentiality at different educational levels include the following:
- Provide realistic exposure to the world of work through parent sharing and exposure to parents' working places.
- Encourage career fantasies through dress-up and plays.
- Encourage focusing activities such as class projects or achievement of Scout merit badges, which require goal setting and follow-through.
- Use biographies of eminent people as primary career education material.
- As teachers or parents, carefully evaluate skills, talents, and interests in order to help children understand possible areas of greatest interest.
- Discuss the meaning and value of work.
- Discuss family and community values pertaining to work.
- Provide for light volunteer work in several areas of interest.
- Provide "shadowing" experiences in which students spend the day with an adult working in an area of greatest interest.
- Discourage over-involvement in social and recreational activities for the sake of involvement; prioritize and decide on a few extracurricular involvements.