As a parent of a recently iden[fied gifted child you may ... Miraca U.M. Gross AM,
BEd, MEd, PhD | Robert Urquhart BSW (Hons), MPhil | Jennifer Doyle BA ...
Gi#ed? So What?
Handling the A-ermath of Iden3fica3on
Handling the A-ermath of Iden3fica3on As a parent of a recently iden3fied gi-ed child you may have ques3ons and concerns such as: • • • •
what should happen next? what can we expect from the school? what will others think? what does it mean to me personally and to my family There is no single right way to go, no ‘utopia’ in the form of a school, no ‘guiding angel’ on your shoulder making it all right for your child
Common Ques3ons & Concerns – levels of ability Do many children at the same level of gi99th to 99.9th
Differen3ate/group/ extend Group/extend/ accelerate
>99.9th
Double accelerate/ mentor/homeschool
Child’s Perspec3ve: Grouping “… through my experience in a selecJve
school I’ve come to value working hard much more than natural ability and I think it’s something that I really lack – that ability or drive to apply myself and to work hard. I think that’s something that I really struggle with. I’ve mostly got through on my ability to pick up concepts quickly and stuff like that, which, in a way, I think is less admirable than to be able to apply one’s self and to work hard.”
Releasing the Brakes for High-Ability Learners: Administrator, Teacher and Parent Attitudes and Beliefs That Block or Assist the Implementation of School Policies on Academic Acceleration Never Stand Still
The Faculty of Arts and Social Sciences
School of Education
SUMMARY JUNE 2011 Miraca U.M. Gross AM, BEd, MEd, PhD | Robert Urquhart BSW (Hons), MPhil | Jennifer Doyle BA (Hons), PhD Michele Juratowitch BSocWk, COGE | George Matheson BSocSC, PhD Gifted Education Research, Resource and Information Centre School of Education, The University of New South Wales
Supported by a grant from the !"#$%&'(&)*+$",-'.%/%+0*12'.%/,)0*%'' +-&'3-#,04+$",-'5%-$0%
3671 NAGC White Paper PRINT 1_Layout 1 10/13/09 12:17 PM Page 1
November 2009
Guidelines for Developing an Academic Acceleration Policy Institute for Research and Policy on Acceleration (IRPA)
National Association for Gifted Children (NAGC)
Council of State Directors of Programs for the Gifted (CSDPG)
Accelera3on • “Both grade-‐based and content-‐based acceleraJon are effecJve intervenJons in academic and social-‐ emoJonal domains for high-‐ability students. Grade-‐ accelerated students generally out-‐perform their chronologically older classmates academically, and both groups show approximately equal levels of social and emoJonal adjustment. To be clear, there is no evidence that accelera3on has a nega3ve effect on a student’s social-‐emo3onal development.” IRPA, 2009, page 4 hWp://www.accelera3onins3tute.org/resources/ policy_guidelines/Accelera3on%20Guidelines %20short.pdf
Common Ques3ons & Concerns – feelings of pressure • I don’t want to overreact and take him out of school when he is happy and seTled in general (although sJll a bit bored at Jmes). However, from your recommendaJons and what we have read online, it seems that we should be looking for a school with a gi