When you think about the word giftedness, you may come up with the several different pictures in your mind. You may envision a nerdy guy with classes, a little girl reading some very think books beyond her grade level, or maybe you may be a middle school student taking high school and college classes.
Giftedness has many different aspects, along with many different visions of identifying and servicing gifted children. According to the Columbus Group
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)
Gifted children aren’t the same. They may have similar qualities and characteristics, but they are very different. There are many different theories about giftedness. Here are a few.
The Cattell-Horn-Carroll Theory is a theory that that helps to test your child to find out which of the 9 cognitive abilities your child is strongest in.
Another is the Dabrowski Sensitivity Theory. There are five different sensitivities your gifted child could fall into. Each has a different characteristics and methods of assisting children who are living with these sensitivities.
So why did I go through all of that? Because Giftedness Matters! Our gifted children are a unique student population that needs attention, understanding, and our time. Our gifted children need to be challenged, pushed, prodded, and at times let to fail. We all have these stereotypes of what we think gifted children are, but that’s what they are…stereotypes. Gifted children are real people, who live with the perceived advantages and disadvantages of being gifted every day.
Giftedness matters because of how they are taught matters. Gifted children need to be taught in a different way than other children. They need to be stimulated and challenged in many different ways. Teachers can’t teach to the average or below average children, and think that gifted children will show yearly growth. If they aren’t challenged they won’t grow. Instead, they will show behaviors that are unwanted in the classroom.
Giftedness matters because the educational setting matters. Some students need a small groups, large classrooms, and others need to be schooled at home. Whatever the appropriate setting to met the needs of the gifted child are they should be done.
The #ohiogtchat is having a discussion on this on Nov. 6th at 9pm ET. I hope that you can join this chat and further the conversation with us and our guest Celi Trepanier, author of Educating Your Gifted Child: How One Public School Teacher Embraced Homeschooling and blog Crushing Tall Poppies. I wrote a review on this blog about her book. You can read it here.