How to Talk About Giftedness Part 2 of 5 - Myths of Giftedness: Equality vs. Fairness

Recap of the January 2016 Gilbert Supporters of the Gifted Guest Lecture 

How to Talk About Giftedness - PART 2

Myths of Giftedness:  Equality vs. Fairness

In order to effectively talk about giftedness we need to understand myths vs. truth. 

So, let’s bust some myths about giftedness!

Myths, their background and impact

Myths are the result of:

—  The unclear understanding of giftedness affecting the development of the whole child.

—  A culture that does not understand or know how to deal with the traits and behavior of gifted individuals

A belief in these myths:

—  Perpetuates incorrect stereotypes and prevents empathy

—  Results in emotionally harmful reactions from society

“Good intentions do as much harm as malevolence if they lack understanding” – Albert Camus

The grandest myth is that All children are gifted. 

—  MYTH:  Giftedness is equated with the potential for eminence, achievement and success. 

—  TRUTH:  All children have gifts they can develop.  However, gifted individuals have brains, psyches and nervous systems that are hard-wired in such a way that their traits are only found in a small percentage of the population.

Want to become educated about how to debunk the 10 most common myths of giftedness?  Click here to take this link to our website.

Discussing Intelligence Creates Discomfort

Why is it uncomfortable to discuss intelligence?  Because -

—  Equality is at the heart of the American value system

¡  Our feelings about human value clashes with our ability to accept that some people are born with higher levels of potential than others

—  If we correct the misperception that giftedness is required for eminence, achievement and success, then there is NO CLASH .

—  All children are equal, but they are not all the same

—  Gifted children are special needs children

Fair isn’t everyone having the same, fair is everyone having what they need.

Now that we understand the importance of each of us debunking the myths of giftedness, and the difference between fair and equal, stay tuned for part 3 of this series, How to Talk About Giftedness:  What do giftedness and men’s height have in common?

Myth #4: Gifted Education and Accelerated Programs

Contributed by Katherine Varga, M.S., CCC-SLP

MYTH:  Our district has a gifted educational program; we have advanced placement courses.

TRUTH: Gifted education tends to be a very misunderstood fraction of our academic system.  True gifted education does not require only advanced material or a simple increase in knowledge base.  A gifted brain does not grow connections in just one direction or on one plane. Ideas jet out in several dimensions, making true gifted education difficult to provide, but also necessary.  All directions of thought should be encouraged, corralled and pruned to produce the best outcomes for students.  In 2012, the University of Alberta published an excellent article titled, “Learning Characteristics of Gifted Students:  Implications for Instruction and Guidance.” As the title suggests, it provides a clear and concise list of characteristics likely to be found in a gifted learner.  Compared to their typical peers, gifted students tend to have the following advanced capabilities: 

• Recognize the problem to be solved
• Readily and spontaneously generate a series of steps to a solution
• Set priorities for the direction to take in solving a problem (working with a plan)
• Select representation of information more like an expert would
• Decide which resources to allocate to a problem solving task
• Monitor solutions systematically, rather than guessing
• Execute analogical thinking
• Execute problems dealing with memory and attention
• Organize and use prior knowledge
• Use regulatory (metacognitive) processes (Yewchuck, 2012)

These characteristics, among others, create several potential challenges for teachers in the regular classroom setting.  The article highlighted several areas of strength found in gifted students and the corresponding challenges likely to occur within a typical classroom model.  These highlights are taken directly from the article mentioned above. 

Verbal proficiency:

• Has advanced vocabulary for age or grade; uses words easily and accurately; language characterized by fluency and elaboration; reads independently a great deal; enjoys difficult reading material.
• The educational needs of verbally proficient students include sharing ideas verbally in depth, using and exploring increasingly difficult vocabulary and concepts, working with advanced reading materials and working with intellectual peers.
• Possible problems include difficulty restraining desire to talk and developing listening skills and habits, dominating classroom discussion, using verbalism to avoid difficult thinking tasks, and being perceived as a "show off” by classroom peers.

Reasoning skills:

• Ability to abstract, conceptualize and synthesize; can see similarities, patterns and differences; can generalize from one situation to another; finds pleasure in intellectual activity.
• In the classroom the gifted student needs exposure to a variety of materials and concepts, opportunities to pursue multi-disciplinary topics and themes ("big ideas") in depth, and access to a challenging and varied curriculum at many levels.
• Possible problems include boredom with classroom instruction, unresponsiveness to traditional teaching methods, being judged as "lazy" and "unmotivated" by the teacher, and considered too serious by peers.

Knowledge base:

·         Knows a great deal about a variety of topics; has quicker mastery and recall of factual information than other children of the same age; interested in "adult" topics such as religion, race relations, peace and disarmament, politics, the environment.

·         Instructional classroom needs include early instruction of basic skills with minimum of repetition and drill, and exposure to new and challenging information about cultural, economic, environmental, political and educational issues.

·         Possible problems include rebellion at having to work below one's level of competence, development of poor work habits because of lack of challenge, peer resentment of skills and achievement.

Learning efficiency:

• Can process a great deal of information quickly; has rapid insight into cause-effect relationships; is very observant.
• Quick learners need an accelerated pace of instruction.
• Possible problems include dislike for routine and drill, frustration with inactivity, lack of challenge and absence of progress, and impatience with "waiting for the group".

Intense curiosity:

• Questioning and inquisitive attitude; asks many unusual or provocative questions (not just informational or factual questions); interested in the "why" and "how" of things; concerned with what makes things right or wrong; has areas of "passionate" interest inside or outside of school.
• Educational needs include opportunities for active inquiry, and instruction in how to access information and conduct research.
• Possible problems include stifling of interests, lack of opportunity to pursue areas of interest, pressure towards conformity, perception by teacher as being "smart alecky".

Originality:

• Ability to generate original ideas and solutions; can reason out problems logically; finds new and unusual ways to approach and solve problems; can analyze complicated material into component parts; enjoys difficult problems and puzzles.
• Instructional needs include opportunities to solve problems in diverse ways, to build skills in problem solving and productive thinking, to explore alternative ways of conceptualizing problems (for example, metaphorically or visually), to attempt solutions to real-life problems; and to develop tolerance for ambiguity.
• Possible problems include tendency to have a critical attitude towards oneself and others, poor interpersonal relationships with children of the same age, rejection by peers as being "different" and nonconforming.

Power of concentration:

• Persistence in achievement of self-determined goals; has long attention span; when motivated works on tasks until completion; needs little encouragement from others when working on areas of interest (intrinsically motivated); sets high personal standards.
• Educational needs include opportunities for expression of personal preferences and choices, freedom to pursue "passion" areas beyond normally allotted time spans, and instruction in setting realistic expectations, setting and evaluating priorities.
• Possible problems include resistance to interruption and following a schedule, stubbornness, difficulty in accepting limitations of space, time or resources for activities, and pursuit of activities that are not "on task" from the perspective of the teacher.

Often students found in advanced placement classrooms are a combination of hard working, highly motivated students and gifted students (not to say these are always mutually exclusive). The gifted students are often those struggling as a result of challenges mentioned above. I believe it is important for every student to expand their capabilities to their highest potential regardless of their innate intellectual capacities. I believe we are doing our children a disservice when we assume that typical classrooms, even those with high achieving students, are likely to provide the flexibility needed for exceptional gifted education. 

If you would like to read the article in its entirety, it can be found here:

Yewchuk, C. (2012) Learning Characteristics of Gifted Students: Implications for Instruction and Guidance. The New Zealand Journal of Gifted Education, 11/12(1). Retrieved March 25, 2013, from http://www.giftedchildren.org.nz/apex/v12art06.php.

Mark your calendars for our next guest lecture!

Thursday, April 11, 2013 – 7pm at the Pioneer Elementary School library in Gilbert

DeeDee Aboroa, gifted educator, will speak about Underachievement, a common issue for gifted students.

That child can't be gifted; he has a disability - MYTH #3

Twice Exceptional Children

By Guest Contributor, Christine Hawkins, Gifted Educator

MYTH:  “That child can’t be gifted.  He has a disability.”  I hesitate to admit that as a young adult and new regular classroom teacher, I once held those words to be true.  Fortunately, with the passage of time, maturity, and continued education, I now recognize the fallacy in this quote.

TRUTH:  Giftedness and disability are not mutually exclusive.  According to Linda Kreger Silverman, Ph. D., founder of The Institute for the Study of Advanced Development, and its subsidiary, Gifted Development Center, “up to one sixth of the identified gifted population has a hidden learning disability.”  The strengths of gifted students can also be weaknesses because their high IQ may allow them to compensate for and/or mask disabilities.  According to authors Kennedy, Banks, and Grandin, in the book Bright Not Broken:  Gifted Kids, ADHD, and Autism, “the characteristics of Attention Deficit Disorder, Highly Functioning Autism, and Giftedness are strikingly similar.”  The three all may involve intensity, inattention, exceptional vocabulary, behavioral/communicative difficulties, and delays or weaknesses in social development.

               

Giftedness can coexist with learning disabilities.  Individuals with such an overlap are referred to as “twice exceptional” (or 2e) children.  Unfortunately, parents and teachers may focus on the problem behaviors of twice exceptional children, instead of taking into account the gifts or deficits that might be the motivating force behind a child’s behavior.  James Webb, a 2e expert, states “The belief exists that gifted kids will make it on their own.  But a gifted mind doesn’t always find its own way.”  In the case of 2e children, this is especially true.  These students require a strengths-based education which incorporates interventions to address individual deficits as well as activities to foster and develop abilities and talents.

In 2008, Congress passed Section 504 of the Americans With Disabilities Act, which states that students with a disability can obtain an evaluation and services if the disability restricts their ability to learn, think, concentrate or communicate.   Because 2e students can often compensate for their area of disability, and achieve in the average range, schools might not independently pursue diagnosis of a disability.  Due to Section 504, parents may file a written request for an evaluation if they believe their child’s disability restricts their youngster’s ability to learn.  After diagnosis, the twice exceptional child’s unique needs can be properly addressed through instructional strategies which may include grouping with other gifted children, accelerated curriculum in areas of strengths, and support from specially trained teachers in areas or disability. 

As a parent of a 19 year old twice exceptional student, we discovered the wealth of support services available at Arizona State University at their Disability Resource Center only after his freshman year.   My child was labeled as gifted in the second grade, and was able to compensate for his “hidden” Attention Deficit Disorder through high school.  Because of this, we did not pursue an official ADD diagnosis, fearing the ensuing label would carry with it more consequences than benefits.  In hindsight, this diagnosis would have enabled a much more positive transition to academic success in college.   After a rocky start, we privately obtained the diagnosis of disability which made our child eligible for support from a counselor at the Disability Resource Center, accommodations in classes, and even the use of a Smart Pen for taking notes.  He is once again experiencing academic success.  We discovered (a bit late in the game) that high school seniors on their way to college or seeking accommodations at the university level can request a re-assessment under the specifications found within Section 504. 

It is entirely possible for giftedness to co-exist with a learning or behavioral disability.  With planning and support, twice exceptional students can turn their difficulties into triumphs through building upon strengths while addressing areas of weakness.

Click here for more information on Twice Exceptional (2e) Students.

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Many thanks to Shari Murphy, our guest presenter last night.    She did a fantastic job with her presentation on the Twice Exceptional Student.  During her presentation Dabrowski’s Overexcitibilities were mentioned.  Click here to go to our website if you are interested in learning more about the “OEs.”   

Many thanks to Barb VeNard and her team – for their time and efforts last night as well as over the last few years as they have sought ways to provide increased services to our gifted students and involve the community in that process, especially during a time when the legislature has defunded gifted education.   Last night, questions arose about - 

• The Cluster Grouping model.  Click here to go to our website if you would like to learn more about the Cluster Grouping model.    
• The Common Core State Standards.  Click here to go to our website to learn more about the CCSS.    
• Gifted Education Funding.  Unlike Special Education, Gifted Education has been DEFUNDED at BOTH the federal and state levels.   Click here to visit our website to learn more about funding at the state and federal levels.   Look for the "State of Arizona" and "Federal" categories.

Want to get involved?  Email us at gilbertgifted@gmail.com and ask how you can help!

All Children Are Gifted - MYTH #2

by guest contributor Joy Arnett, Gifted Educator

MYTH:  All children are gifted

FACT: All children have strengths and positive attributes. But not all children are gifted in the educational sense of the word. The label "gifted" in a school setting means that when compared to others his or her age or grade, a child has an advanced capacity to learn and apply what is learned in one or more subject areas, or in the performing or fine arts. This advanced capacity requires modifications to the regular curriculum to ensure these children are challenged and learn new material. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs. (NAGC –http://www.nagc.org/commonmyths.aspx#all_children_gifted)

The best statement I ever heard on this topic was this - All children are talented. Not all children are gifted. All of us have at least one talent or something we are good at. Not all of us are gifted. Gifted means that we have an advanced capacity to learn or perform. One is not better because he or she is gifted. One just has a need for differentiated types of learning because of the way their brain thinks, learns and performs.

The gifted brain is actually shaped differently than a normal brain. I've also heard it described that a normal brain is like a two-lane highway. A gifted brain is like a 4-8-lane highway. The gifted brain can absorb information much faster and can retain more information than the normal or typical brain. Once again... this is not necessarily better just different.

A couple of my favorite books concerning the gifted child are, There are Those by Nathan Levy and Janet Pica which is a short and wonderful book that describes the gifted child beautifully.  Another fabulous book called Archibald Frisby, by Michael Chesworth, describes a gifted brain in such a fun and entertaining way.

Being a gifted child has its rewards and challenges. I'd like to share with you some thoughts from gifted children that I’ve collected over the years…

• "I do things to go along with the crowd--- like asking questions I already know the answers to, just so they will treat me like one of them."
• "Why do I have to be gifted? I was happier when I was normal."
• "I wish my teachers understood that being gifted doesn't mean I'm good at everything. Not even close."
• "You shouldn't have to prove your giftedness to your friends or teachers."
• "If I want people to understand me, I need to try to understand them."
• “Being gifted means I look at the world differently than some of my friends. It also means that some people are going to assume that I never have to work hard. And the truth is I work really, really hard at things. And, I hate it when, after working so hard, I don't do well."
• “Never think that because you are smart, you are a nerd.  You are whoever you want to be.”
• “My goal this year is to embrace my gift instead of keeping it on the down low.”
• “I really like being gifted. I mean, the work is more interesting in school, my friends and I all seem to get along, and things are just…good.  But I still have to remind myself to relax.  That part will probably always be hard.”
•  “Finally…I found other kids like me!”

Being gifted comes with responsibilities.  Five things that a gifted child must do are:

1. Recognize and accept that their level of intellectual or artistic ability is not shared by everyone…that they are, indeed different (most gifted children know they are different by the age of five).

2. Understand that they may need more time alone than other children do (and be supported by adults who understand this as well).

3.  Learn to build relationships with other people, many of whom do not share their abilities and interests.

4.  Learn how to use their abilities well, even when doing so sets them apart from many others.

5. Learn to take responsibility for finding ways to satisfy their intellectual curiosity and to express their creativity.

Are all children gifted?  No, but they are all unique and have a very special purpose in the talents and gifts they do have. It is our responsibility as teachers and parents to help all children discover their wonderful talents and gifts and to help them share those talents and gifts with their fellow man because that is where real happiness can be found.

Gifted Kids Will Do Fine On Their Own - MYTH!

By Stephanie Newitt

I would like to share with you my own journey to discover the importance and criteria of good and appropriate gifted education.  Along the way, we will dispel a common myth.

I graduated from college over 15 years ago with bachelor degrees in Early Childhood and Elementary Education.  As I reflect on my undergraduate studies, I do not remember a single class addressing the needs of gifted learners.  Then I was blessed with children of my own.  All four of my children are identified as gifted, though they are gifted in different ways with different strengths, intensities and yes, even deficits.  

Myth: Gifted kids will do fine on their own.  

Can gifted students really achieve their potential without the mentorship of someone who understands their intellectual, social and emotional development?   

Truth:  Gifted children need highly qualified teachers who not only can take academic subject matter to new depths and breadths, but also teachers who understand that gifted children do not develop intellectually, socially and emotionally as typical students do.  

The National Association for Gifted Children (NAGC) poses this question – 

Would you send a star athlete to train for the Olympics without a coach?  Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school. [i] 

It is not appropriate for a teacher to say to a gifted child, “When you finish your worksheet you can attend your gifted pull-out class.”  This was a true experience and it sent the message that gifted services are not needed, but are optional for gifted students - a fallacy.  Exceptional learners who are gifted learn and process information in an atypical fashion.  Worksheets do not promote learning, especially if the worksheets are about material that the gifted student has already mastered.  To achieve their potential gifted students require teachers and environments appropriate to their learning needs.

About four years ago I withdrew my children from my neighborhood school because there was a lapse in teachers with training in gifted education and my children were struggling.  Where was I to send my children, ages six and ten, to school?  I began asking questions.  I began visiting schools.  I had a degree in education, but in so many ways I felt lacking.  I began attending local conferences sponsored by the Arizona Association for Gifted and Talented (AAGT).[ii]  I began reading.[iii]  I learned that I too am gifted and that my husband is gifted, but we felt we were lacking in our ability to serve our children’s gifted needs.  

By the end of the summer I found a public school in Gilbert that had highly qualified teachers.  There was no bussing.  I began driving my children 25 minutes one way to school each day.  Some thought I was crazy, but I had to follow my gut.  At the beginning of my child’s 6^th grade year, I was concerned about his adjustment to a new school with all new friends.  It did take a few months, but academically he was being challenged by teachers who held him to a higher standard.  They understood his “Need to Read” and channeled it, directing him to appropriate literature for his high reading level.  They understood his struggles as well.

As we – the teachers and I – worked together to consistently hold him accountable to this higher level of learning of which he was capable, I saw unexpected growth.  Naturally more of an introvert, he began growing socially.  He was feeling more confident in himself.  As he rose to the appropriate academic standards that were commensurate with his intellectual abilities, he did more than just fine.  He thrived.  For the first time in his elementary school experience he thrived.  Socially he felt more confident than ever before.  Emotionally he was more at peace.   

Was the drive worth it?  To me it was.  I knew that my attitude would make or break this transfer experience.   I worked hard to keep a positive outlook about this transfer and it helped my children with their transition.  I had not fully understood how my older gifted son would grow in every area when his academic needs were met.   I was amazed.   And my younger son?  He had a phenomenal Cluster teacher who absorbed the training she received and worked with her gifted students.  My youngest son did well also.  The three of us look back fondly at our Year of Adventure.  

After one year at this far away school, my oldest finished 6^th grade and moved on to junior high.  I had learned the questions to ask and so for my younger child I found another GPS school closer to home.  Would I have kept my younger son at this school?  Yes, if it had been 15 minutes closer to home compared to 25.  The new school is only a ten minute drive.  

When I look for educational opportunities in which my gifted children can succeed, I ask the following questions:

1.  Are teachers of gifted education students highly qualified in their field with training in gifted education?  I learned that the more highly gifted a child is, the more training the teacher should have.
2. Does the school principal understand the reasoning behind gifted education and support its appropriate implementation and teacher training? 
3. Is there a means for teachers to document and communicate to parents that the student is receiving gifted services commensurate with his/her strengths and weaknesses?

If all three are in place then I know there is a very high chance for growth – beyond academics.  But I have learned that academics is the key.  If the academic or intellectual needs of the gifted child are not being met, all other aspects of their life will also be impacted.  Gifted students need highly qualified teachers who have been trained in gifted education.

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[i]  The National Association for Gifted Children - http://www.nagc.org/commonmyths.aspx#don%27t_need_help

[ii] Arizona Association for Gifted and Talented hosts two conferences per year – one in February and one in the fall.  Find out more by visiting their website - http://www.arizonagifted.org/conference/

[iii] A list of books that have helped me understand the needs of gifted children –

• Parenting Gifted Kids: Tips for Raising Successful Children. James R. Delisle, Ph.D
• Academic Advocacy for Gifted Children: A Parent’s Complete Guide.  Barbara Jackson Gilman, M.S.
•  Living with Intensity.  Susan Daniels, Ph.D. & Michael M. Piechowski, Ph.D.
• You can find additional helpful books listed on our website:  http://gilbertgifted.org/gifted101.html#10