A Gifted Child?

[Temair]

OP your daughter sounds alot like mine. SHe was in a class that was able to acomadate her learning level. She was grade 1 but in a split class and did all grade 2 work. We then skipped her a grade, but since she had done the grade 2 work it wasn't really skipping, just placing her where she really was. So far it's working great for us, but my daughter had just missed the date cut off so she was one of the older kids to begin so now she was one of the younger ones. It sounds like the school knows what they are doing and are thinking of your DD and not some policy that all kids must be grouped by the same age. I hope she has a good year.

 

[Chad&Janet]

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Do you feel the same way about kids that are learning disabled? Should they be nurtured quietly and privately? Should they not be told that they learn in a different way and need different kinds of support?

Yes, yes, and yes. Just as a previous poster mentioned in regard to her son's perfectionism and not wanting to try new activities; it's not for very long in this life that a kid gets to be a kid before undue expectations are placed upon them. Let them develop on their own and enjoy childhood without being called "special" and placed in these nice little categories that we adults like to put them in and project ourselves onto. I don't think anyone should be ostracized or singled out from the other students on a day to day basis. Having had the experience, it wasn't a pleasant one.

Most gifted programs require achievement in the 95th percentile and a high IQ test. That means that at the most the top 5% would receive gifted services, not half. Our school district requires 130+ on the SB-V. A 145 would mean that a child is in the 99.9th percentile. How many children would have that in an average school district? Maybe 1, maybe none.

Gifted children know they are different, they don't need to be told.

That's exactly my point. Everyone with an A average and a 110 IQ shouldn't be called "gifted." I guess that is what the issue comes down to for me. A 120, 130, or even 140 IQ student is going to function just fine in any learning environment without being placed in a special, "nurturing" environment at school.

I also think these kids are well aware of the labels we put on them even if it's not said outright. Idealism and unrealistic perfectionism are often the rewards you get to reap when kids feel the invisible strain of the "gifted" label. Why not let them be/feel like everyone else while growing up? and then sit back and watch the fireworks as that obviously gifted, well adapted, child grows into adulthood?

 

[perkinsrose]

Yes, yes, and yes. Just as a previous poster mentioned in regard to her son's perfectionism and not wanting to try new activities; it's not for very long in this life that a kid gets to be a kid before undue expectations are placed upon them. Let them develop on their own and enjoy childhood without being called "special" and placed in these nice little categories that we adults like to put them in and project ourselves onto. I don't think anyone should be ostracized or singled out from the other students on a day to day basis. Having had the experience, it wasn't a pleasant one.



That's exactly my point. Everyone with an A average and a 110 IQ shouldn't be called "gifted." I guess that is what the issue comes down to for me. A 120, 130, or even 140 IQ student is going to function just fine in any learning environment without being placed in a special, "nurturing" environment at school.

I also think these kids are well aware of the labels we put on them even if it's not said outright. Idealism and unrealistic perfectionism are often the rewards you get to reap when kids feel the invisible strain of the "gifted" label. Why not let them be/feel like everyone else while growing up? and then sit back and watch the fireworks as that obviously gifted, well adapted, child grows into adulthood?

Sometimes perfectionism comes when you become accustomed to completing school work quickly, easily & 100% correctly with little to no effort.

I also had the experience of being testing into a gifted class in 5th grade. If you are a teacher or parent of a gifted child (I am both)--you might want to look into some of the resources I listed on previous page. The wealth of research & statistics show they don't "function just fine in any learning environment".

DS was able to read at 11th grade level by mid-first grade. When taking into account comprehension of subject matter--his reading level was more like 7th grade. How can "any learning environment" support his academic growth (not just let him do silent reading because he's beyond his peers) without acknowledging his special needs?

Every child has gifts to offer world-- not just those with the academic label "gifted". I think one of my roles as a teacher/parent is to apprise children of their gifts (gifts of artistic ability, empathy, compassion, analytical skills, etc. --whatever they may be). I don't teach DS that he has more worth due to the nature of his abilities. However, IMO not acknowledging DS giftedness with him, is kind of like ignoring that proverbial elephant in the room. Yes, you don't have to say anything to recognize its there--but kids need conversations with trusted adults to process experiences & feelings.

I try not to stereotype and I don't especially like labels. I know each child is an individual. That said,...

However, sometimes labels offer a piece of understanding. When I say our family is semi-vegetarian, there's an understanding DS won't be eating a hotdog. When I have a child in my classroom that has been given the label autistic--I know I'm going to need help from parents & support staff to meet that child's needs. When I learn a child in my class is diabetic, I know I will need monitor a snack schedule and other needs for that child. The gifted label (with specific score /test results) is an indicator to teachers that the child has atypical academic needs.

Ofcourse, a child with 110 isn't going to be considered "gifted" everywhere; often just above average. Many schools consider 130 as the minimum to enter gifted programs. Generally 145 and up is considered "highly gifted" or "superior" and sometimes "profoundly gifted". These terms vary from source and use. Average IQ sometimes considered 100 or 85-115. 70 is usually considered borderline learning disabled.

For those wondering/looking into IQ testing for purposes of academic planning--with young children, the Wechsler (WISC)or is often preferred over the Stanford/Binet. Wechsler offers subtests and scores that show a breakdown of areas such as Vocabulary, comprehension, block design & processing speed.

 

[K and K's Mommy]

Yes, yes, and yes. Just as a previous poster mentioned in regard to her son's perfectionism and not wanting to try new activities; it's not for very long in this life that a kid gets to be a kid before undue expectations are placed upon them. Let them develop on their own and enjoy childhood without being called "special" and placed in these nice little categories that we adults like to put them in and project ourselves onto. I don't think anyone should be ostracized or singled out from the other students on a day to day basis. Having had the experience, it wasn't a pleasant one.



That's exactly my point. Everyone with an A average and a 110 IQ shouldn't be called "gifted." I guess that is what the issue comes down to for me. A 120, 130, or even 140 IQ student is going to function just fine in any learning environment without being placed in a special, "nurturing" environment at school.

I also think these kids are well aware of the labels we put on them even if it's not said outright. Idealism and unrealistic perfectionism are often the rewards you get to reap when kids feel the invisible strain of the "gifted" label. Why not let them be/feel like everyone else while growing up? and then sit back and watch the fireworks as that obviously gifted, well adapted, child grows into adulthood?

It was me that posted that my DS never wanted to try anything in which he wasn't confident. Quite honestly, I was worried because I wanted him to enjoy a childhood pleasure. He would much rather sit and read than anything else, but this does concern me because he misses out on some normal kid things. He takes a book to the pool! It was his little sister riding on two wheels that finally did it.

If my son was in the normal class, he would not feel normal. He might be the only one carrying a book around with him and even taking it to recess. (Again, I have told him to play!) The teacher would have to individualize for him because I wouldn't accept it if he weren't challenged. (I am a former teacher so I have high expectations for my kids' teachers.) His classmates just accept him for who he is. He feels very normal now.

There is also research that if gifted kids are not challenged, they will not learn how to study and have problems in college.

 

[Aristomommy]

That's exactly my point. Everyone with an A average and a 110 IQ shouldn't be called "gifted." I guess that is what the issue comes down to for me. A 120, 130, or even 140 IQ student is going to function just fine in any learning environment without being placed in a special, "nurturing" environment at school.

I also think these kids are well aware of the labels we put on them even if it's not said outright. Idealism and unrealistic perfectionism are often the rewards you get to reap when kids feel the invisible strain of the "gifted" label. Why not let them be/feel like everyone else while growing up? and then sit back and watch the fireworks as that obviously gifted, well adapted, child grows into adulthood?

I am not sure why you think a 130-140 IQ child will function "just fine" in any learning environment? A common misconception about gifted education is that the children are somehow pushed and pressured beyond their capabilities. I don't know your IQ or your children's (if you have any). I don't know what experiences you have had about gifted education.

I am active with some gifted groups and I know how kids with high IQs actually tune out in regular classrooms and are actually at risk for poor grades and dropping out of school. I couldn't imagine sitting in a classroom and "learning" things that I have instinctively known for years. And when I finally learn something new, I don't need as many repetitions as others, but I am asked to fill out worksheet after worksheet. Unfortunately with NCLB teachers teach to bring up scores. A child getting 99th percentile gets little attention. When these kids finally hit HS or college and are truly challenged, they have not developed any study skills or strategy. That is a disservice to the kids that learn faster.

I agree with you that many "gifted" programs are nothing but enrichment and field trips. We moved to a new district to get true gifted services (subject acceleration and grade skips) which has turned our "trouble maker" daughter into an engaged learned. I can't believe what difference it makes when a child is challenged and excited on a daily basis vs. asking a teacher for harder work.

 

[peytonsmomie]

The school where my kids go isn't really into "skipping grades," but they can (and do) pull kids from the core classes they excel in and move them into classrooms where they need to be, then return them for the more social classes (media, art, music, etc). That way the child can keep pace with her peers socially, establish friendships, and be age appropriate, and yet still be challenged.

If you let her skip 1 grade, that's great. But she's already testing above 1 level ahead. So what next? Doogie Howser her into college? A kid needs to be able to enjoy being a kid, and yet also needs to have their cognitive abilities respected and encouraged.

I think letting her skip 1 grade is good, and would say that you should continue to provide challenges and outlets for her. But make doubly sure that she's still getting to spend a large amount of time with her age group so she gets good peer interaction and isn't exposed overly much to older child activities.

 

[OU1247]

As a teacher I always laughed at how every parent thought their kid was gifted and really didn't buy into the GT program until my youngest scored on the 99% in first grade....got a 149 on an IQ test and just recently scored Perfect on his schools assessment.

The one thing I have learned is that GT can give you a whole set of "different" problems. My DS is a BUBBA. He's big for his age, a class clown and loves to talk. Sense classwork is so easy for him he gets done fast and well talking comes in and aka trouble.

The one thing I have learned is I have to keep a book with him in class at all times. So he has something to do. I also have to keep him very busy. He does swim team, theater and I pay for an enrichment tutor because I know teachers are over worked and tend to look at the lower performing kids.

So my main advice...keep her busy, keep her mind challenged most importantly...Expect her to do her best but don't let her be afraid of "messing up". 100 isn't everything. Learning and working on people skills is also very important.

 

[Aristomommy]

OU1247: has your school offered any acceleration for your child? I think it's sad that you have to provide a tutor and have your child bring a book to read. DD9 would talk in class and get into trouble all the time until she was more appropriately placed.

As a parent of a "gifted child" I hate the word gifted. I mentioned it once among other parents not knowing what reactions it brings in other parents. I got everything from "every parent thinks their child is gifted" to doubting if DD really was gifted. Since so many kids are identified by our State law, the kids needing intervention are not identified.

 

[perkinsrose]

Just came across another good book. In the chapter on "How to be a 'Good Enough' parent to your gifted child", I liked the following quote:

"Giftedness definitely has genetic components, but genetics alone will not ensure that giftedness manifests itself. Giftedness or talent will grow in the right environment, lay dormant in a nonsupportive environment, and be destroyed in a hostile milieu. Giftedness is like a flower that blooms from season to season, dependent on the environment that nurtures and protects it. The better suited the environment for a particular talent, the more likely it is to flourish--and sadly, giftedness or talent can be squandered. There is something truly distasteful about wasting the richnes of young minds and souls that our culture is seemingly indifferent to".

Klein, Barbara (2007). Raising Gifted Kids: Everything you need to know to help your exceptional child thrive. NY: American Management Association.


https://www.amazon.com/s/ref=nb_ss_...&field-keywords=raising+gifted+kids&x=12&y=23



Here's another good list of resources

http://www.state.gov/m/a/os/98106.htm

 

[DisneyTigers]

Your child sounds just like my 7 year old son. He is testing well above grade level in multiple subjects. He has been bored in school. We have decided to skip him from 1st to 3rd grade this fall. He is in a public school, and they were very supportive of our choice. Everyone has their own opinion, and you need to decide the best choice for your child. Something that helped me to decide was a report called a nation deceived. http://www.accelerationinstitute.org/Nation_Deceived/

EXCELLENT article!

 

[tjmw2727]

I would be patient and cautious, IMHO you can always find ways to challenger her and at some point maybe move her ahead.

Once you move her ahead you can never get that year back!

These days children need to learn so much even the cafeteria and navigating the school can be a challenge. Then in addition to the basics they are doing lots more than we did -computers etc.

My dd was a fall birthday and early in K she was bored as well, lots of folks were encouraging us to move her up including her pre-K teacher but her K teacher asked us to be patient. My dd came home completely frustrated one day and when asked why her exact comment was "Mom, you can only talk about green for so long!". It didn't take long for the teacher to begin breaking the kids into small groups so she could challenge them appropriately. I also think its a necessary skill to be able to deal with short periods of boredom. She learned to write on the back of the paper, grab a book or help a classmate.

FF we are now in 6th grade and DD is doing great, she is in 7th grade for math and science but socially she is right on target with her peers. Honestly when I look at the 7th graders they seem so much older than my dd. Kids already grow up so fast these days I am very thankful she isn't in 7th - a year makes a huge difference esp in girls.

TJ