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Characteristics Needs of the Gifted Advocacy for the Gifted Characteristics Needs of the Gifted...

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Characteristics Needs of the Gifted Advocacy for the Gifted
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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


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