Gifted? So What? - Gifted Minds

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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