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CharacteristicsNeeds of the Gifted
Advocacy for the Gifted
CharacteristicsNeeds of the Gifted
Advocacy for the Gifted
Non -Intellective Factors in Gifted Children
Non -Intellective Factors in Gifted Children
Gifted children--- Don’t follow the rules. Tend to be domineering. Are argumentative Tend to tune out. Are excessively competitive Have a tendency toward tunnel vision Have a sense of over excitability Have a sharp sense of humor Are often compulsive collectors.
Abraham Tannenbaum
Gifted children--- Don’t follow the rules. Tend to be domineering. Are argumentative Tend to tune out. Are excessively competitive Have a tendency toward tunnel vision Have a sense of over excitability Have a sharp sense of humor Are often compulsive collectors.
Abraham Tannenbaum
Early ObservationsEarly Observations Alert, activeAlert, active Sensitive to environment Sensitive to environment Long attention span Long attention span Exceptional memory Exceptional memory Learns new things quicklyLearns new things quickly May walk, talk early May walk, talk early Extensive vocabulary Extensive vocabulary ObservantObservant Curious Curious Asks more complex Asks more complex
questionsquestions
Alert, activeAlert, active Sensitive to environment Sensitive to environment Long attention span Long attention span Exceptional memory Exceptional memory Learns new things quicklyLearns new things quickly May walk, talk early May walk, talk early Extensive vocabulary Extensive vocabulary ObservantObservant Curious Curious Asks more complex Asks more complex
questionsquestions
Early ObservationsEarly Observations Imaginary playmates Imaginary playmates Creative and imaginativeCreative and imaginative Interest in books Interest in books Ability to work puzzles Ability to work puzzles Interest in time and numbersInterest in time and numbers Sense of humor Sense of humor Intense frustration Intense frustration Perfectionistic Perfectionistic Chooses older playmates Chooses older playmates Concern for morality and justiceConcern for morality and justice
Imaginary playmates Imaginary playmates Creative and imaginativeCreative and imaginative Interest in books Interest in books Ability to work puzzles Ability to work puzzles Interest in time and numbersInterest in time and numbers Sense of humor Sense of humor Intense frustration Intense frustration Perfectionistic Perfectionistic Chooses older playmates Chooses older playmates Concern for morality and justiceConcern for morality and justice
California Definition of Giftedness:
California Definition of Giftedness:
“A pupil …….who is identified as possessing demonstrated or potential abilities that give evidence of high performance and ability.”
“A pupil …….who is identified as possessing demonstrated or potential abilities that give evidence of high performance and ability.”
Asynchrony Definition of Giftedness:
Asynchrony Definition of Giftedness:
A markedly uneven development experienced internally due to different rates of cognitive, social, emotional, and physical growth and manifested externally due to a lack of fit with age mates and with societal expectations.
A markedly uneven development experienced internally due to different rates of cognitive, social, emotional, and physical growth and manifested externally due to a lack of fit with age mates and with societal expectations.
1991-Columbus Group with Dr. Linda Silverman
For Optimal DevelopmentGATE Students Need:
For Optimal DevelopmentGATE Students Need:
Rigorous curriculum Challenge Higher order thinking Appropriate expectations Grouping with others of like ability Development of organizational and study skills Development of time management Development of social skills
Rigorous curriculum Challenge Higher order thinking Appropriate expectations Grouping with others of like ability Development of organizational and study skills Development of time management Development of social skills
Myths Reality
The Myths vs . t he Reality About Gifted Children
Gifted students are smart in every subject.
Gifted students will learn ontheir own.
Gifted students need to be withonly other gifted students.
Gifted students need giftedteachers.
Gifted students should do more work.
Gifted students are well behaved.
Gifted students are fluentin English.
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
I. Get to know and communicate regularly with:
Teachers interested in Gifted and Talented Education
Your School Principal
Your GATE Coordinator
Parents of gifted students
I. Get to know and communicate regularly with:
Teachers interested in Gifted and Talented Education
Your School Principal
Your GATE Coordinator
Parents of gifted students
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
II. Familiarize yourself with program guidelines and laws affecting gifted students.
II. Familiarize yourself with program guidelines and laws affecting gifted students.
RECOMMENDED STANDARDS FOR GIFTED AND TALENTED EDUCATION
AB 2313
DISTRICT GATE PLAN
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
III. Become an active participant at the school site by:
Attending meetings
Serving on the School Site Council, GATE Advisory Committee or PTA/PTO.
III. Become an active participant at the school site by:
Attending meetings
Serving on the School Site Council, GATE Advisory Committee or PTA/PTO.
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
IV. Form or join an advocacy groupIV. Form or join an advocacy group
CAGE
COMMUNITY ADVOCATES FOR GIFTED EDUCATION
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
V. Become aware of the duties and responsibilities of your local Board of Education and how they are
implemented
VI. Become an advocate with the local Board of Education
speak or attend meetings promote the GATE agenda
V. Become aware of the duties and responsibilities of your local Board of Education and how they are
implemented
VI. Become an advocate with the local Board of Education
speak or attend meetings promote the GATE agenda
ADVOCATING AT THE SCHOOL
ADVOCATING AT THE SCHOOL
Focus on your child’s needs Be willing to compromise Be assertive, not adversarial Model behavior in solving problems that
you would want your child to imitate Be part of the solution, not the problem Establish a timeline of short-term goals Support the teacher and classroom
Volunteer Donate materials
Focus on your child’s needs Be willing to compromise Be assertive, not adversarial Model behavior in solving problems that
you would want your child to imitate Be part of the solution, not the problem Establish a timeline of short-term goals Support the teacher and classroom
Volunteer Donate materials
Steps to Becoming an Advocate at the Local Level
Steps to Becoming an Advocate at the Local Level
VII. Use appropriate websites to stay current with local legislative information and action
VIII. Join the California Association of the Gifted www.cagifted.org
VII. Use appropriate websites to stay current with local legislative information and action
VIII. Join the California Association of the Gifted www.cagifted.org