GIFTED STUDENTS LEARN DIFFERENTLY

GIFTED STUDENTS LEARN DIFFERENTLY

Gifted students learn differently and require special education supports in order to grow academically and achieve their potential. This includes:

• Appropriate identification
• Academic field exploration with the field and study in-depth learning
• Accelerated and enriched academically challenging curriculum
• Instruction tailored to unique abilities and needs, interests and learning styles
• Opportunities to use and develop their creativity.
• Persistent and committed engagement in learning

WHY DO WE NEED GIFTED PROGRAMS?

• Gifted and talented students are not challenged in regular classroom settings
• They do not thrive in regular education programming
• They need to be provided with enrichment and accelerated programs to meet their educational needs.

• Gifted programming positively influences post-secondary /graduate school
• Gifted programs increase participation in interest areas over time and into adulthood including creative accomplishments by publishing, receiving patents, scientific-technical innovation, and national awards.
• Regular education teachers lack the training in talent development in gifted and learning disability teaching to address the twice-exceptional student.
• Many students are denied the opportunity to maximize their potential
• There are inaccurate identification practices in most gifted education programs
• Denied access to gifted education increases the Black-White achievement gap crisis
• Gifted education has important, lifelong implications.
  • Those with high scores on cognitive tests get benefits of:
    • Access to the best colleges
    • Prestigious careers
    • Highest salaries
    • Standardized tests (Stanford Binet and the SAT) are culturally biased against students of color
    • Students from poverty score lower due to their lack of opportunities
    • Class privilege

GIFTED STUDENT ADVOCACY IS NEEDED

Gifted students need advocates to assist them in meeting their educational, emotional, and social needs at home, school, and in the community. This is done through:

• Collecting information about educational options regarding:
  • Gifted and IEP vocabulary
  • Day-to-day programming
  • Dual enrollment
  • Researched based supportive learning environments
  • Social cognition/skill training
  • The school district’s options for advanced learners
  • Limitations within the system that exist
• Twice-exceptional identification testing and accommodation development
• Teacher-Parent communication about:
  • Differentiation of instruction
  • Modifications to curriculum
• Collect information and data about your child’s education:
  • Go to school open houses and curriculum nights
  • Observe in the classroom
  • Talk with the teacher and gain insight into the curriculum, teaching style, and philosophy
  • Document the student’s reactions to the school environment
  • Document the student’s reactions to homework
  • Inform the school of your concerns
  • List the student’s concerns
  • Analyze work samples
  • Know the student’s needs and strengths
• Find a Board-Certified Advocate who understands Gifted Education
• KNOW what your goal is, what your options are, and what to ask for related to:
  • Required testing for inclusion in gifted programming
  • State requirements for Gifted Education (they are NOT all the same)
  • Opportunities for challenging work in a specific discipline, skill or category
  • Supports needed (soft skills missing)
  • Executive functioning or emotional support
  • Find Gifted Education Mentors and get educated –
    • Parents are the BEST advocates for their children!
  • Get defined next steps with timetables
  • Join a parent support group – beware of where information comes from
  • Assess programming with the National Association for Gifted Children’s Pre-K-Grade 12 Gifted Programming Standard for Learning and Development

This is the third of 6 blogs addressing the Gifted Child within the IEP.  Make sure you SUBSCRIBE to the blog so you do not miss any of them.

Next on the Agenda

4. Things You did not Know About Gifted Students 

5. Institutionalized Racism Exists Within Our Schools

6. Gifted IEP

1. The State of Gifted Education

2. How Do I Know my Child is Gifted?

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children. As a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant she has assisted in the development of thousands of IEPs nationally and consulted with schools. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.