Before I began working closely with gifted students, I had preconceived notions of what these students were like. As a young teacher you could say that I was even nervous to work with these students.
Myth: Gifted students will do fine without any teacher support.
Truth: Even gifted students need the support of teachers to help them reach their full potential. Even the best athlete needs a coach to provide feedback to help them grow. In fact, many Gifted Education Specialists are now taking on more of a coaching role when it comes to student and teacher support. Many gifted students enter their classroom with knowledge so far ahead of their age-appropriate peers that they may require additional differentiation. Without an intervention, these students often become bored and/or frustrated, leading to low morale, poor achievement and work habits.
Myth: Since teachers differentiate for all children, gifted kids don't need to leave the regular classroom.
Truth: Since gifted learners often have profound learning differences from their peers, they may require a different approach to instruction. While I find it more helpful to support the classroom teacher and students within the regular classroom, there may be certain situations when leaving is more appropriate. Unique needs of class, the subject, scheduling, or other factors are considered in developing learning modifications for gifted students that would improve learning for everyone. Most Gifted Education programs offer a variety of student service provisions depending on the student need and classroom situation. On any given day, I may be working with students in a small group outside of the classroom, writing curriculum, co-teaching, working inside of a child's regular classroom to support a student, or facilitating digital-learning activities. Generally, specialists work closely with classroom teachers to identify ways they can support students whether it be inside or outside of their regular room.
Myth: Gifted students are great role models, and make everyone in the class smarter.
Truth: Research has shown that watching someone who is expected to succeed does little in growing the self-confidence of struggling learners. Gifted learners benefit more from classroom interactions with peers of similar ability and can become bored, frustrated or discouraged when placed in classrooms where they are primarily paired with low or average ability students. In addition, while gifted students may perform in a superior way, that does not make them great role models. Gifted students sometimes lack the social skills to lead in this way, and the nature of they way they learn is often unrealistic for a lower performing student to try and replicate. Many schools cluster gifted students with others of similar ability in mixed-ability classrooms. This method exposes all students to a variety of view points which may increase the rigor of classroom conversations.
Myth: All children are gifted.
Truth: All students are unique and have something special to offer the world, but not all students are gifted. The term
gifted is generally used in the school setting in reference to students who have profound learning differences leading to consistent performance above their same-age peers. Also remember, that not all gifted children are gifted in all areas. To read more about this topic, visit this earlier
blog post.
Myth: Acceleration placement options are socially harmful for gifted students.
Truth: Acceleration placement options such as early admission to Kindergarten, grade skipping, or early exit may may be appropriate for some gifted learners. Some gifted students may feel out of place with their same-age peers and naturally gravitate towards older students who are more like them intellectually. Studies have shown that many students are happier mingling with older students who share their interests than they are with children of the same age. For some students, accelerated placement is a great fit, while for others may be ready for this change academically but not socially. It is best to consult with the school to determine the most appropriate learning environment for a student, remembering to consider all of a child's needs.
Myth: Gifted education programs are elitist.
Truth: Gifted education programs are meant to help all high-ability students. Gifted learners come from all cultures, ethnic backgrounds, and socioeconomic groups. However, many of these students are denied the opportunity to reach their full potential because of the way in which programs and services are are funded or how gifted students may be identified. While different school systems have different policies and practices for gifted identification, reliance on a single measure of achievement for admission to gifted education programs is generally frowned upon. Many districts are finding unique ways to identify students and develop equitable assessment practices. While there has been much improvement, there remains much to be done to ensure that all high-ability students receive appropriate supports and services.
Myth: Students with poor grades can't be gifted.
Truth: It is important to remember that there is a difference between student performance and actual ability. A discrepancy in these two could have many causes. As previously mentioned, the engagement of gifted students in the classroom plays a giant role in their performance. When bored, or discouraged they are known to underperform if left unchallenged. Other students may mask their abilities in order to better fit in socially, and still others may have a learning disability that masks their giftedness. It is important for parents and teachers to know the signs of giftedness in their students (Both teacher-pleasing, and not) and work towards identifying these students so that they may reach their true potential.
Myth: Students with disabilities can't be gifted.
Truth: Some gifted students also have a disability. Remember, that not all gifted students are gifted in all areas either! These students are often referred to as "twice-exceptional" and can often go undetected in classrooms because their disability and gifts may "mask" each other, making them appear average. Other students may be identified as having a disability and as a result, may not be considered for gifted services. It is important that students are provided with opportunities or additional services (like special education) in school to perform to their highest ability. Ever heard of Albert Einstein? He did not even speak until the age of three and even as an adult, struggled to find words to express his thinking. He was thought to be simple-minded, until it was realized that he was able to achieve by visualizing vs. with written language. Remember, not all gifted students are gifted in all areas, and sometimes a profound deficiency in one area may require additional support.
Myth: Gifted students are happy, popular and well adjusted in school.
Truth: While many gifted students flourish in school communities, some find it particularly challenging. Gifted children differ in terms of their social skills, emotional and moral intensity, sensitivity to expectations, perfectionism, or deep concerns about the larger world. They may not share similar interests with their classmates and as a result may feel isolated or even picked on for their unique performance abilities. Because of this, school can be particularly difficult for some students.
One my favorite parts of being a Gifted Education Specialist, is helping students learn to love their differences. School is hard, and being a kid is hard. Throw being gifted into the mix and a kids' childhood-awkwardness levels may go through the roof! Just thinking about my childhood-self gives me the willies sometimes. I try my best to help students understand themselves, their abilities, and how to grow as a person in all areas...not just academically.
Besides...
Sources
Today's post was adapted from this
great article published by the National Association for Gifted Children.
You can also find more information about famous twice-exceptional individuals
here.
