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10 Social & Emotional Needs of the Gifted

Related:  Gifted Education History and Characteristics of Gifted Learners

Gifted Children and Language Development One characteristic of gifted children is advanced language ability, which means these children reach developmental milestones relating to language earlier than developmental charts would indicate. This means that gifted children tend to talk earlier, have larger vocabularies, and use longer sentences than non-gifted children. How can parents tell if their child's language development is advanced? A first step is to look at typical language developmental milestones. A second step is to look at what advanced language development is. Language Developmental Milestones Here is what to expect at different ages from infancy until school-age: Makes cooing and gurgling sounds Babbles and makes sing-song sounds Says eight to 10 words others can understandHas a vocabulary of about five to 40 words, mostly nounsRepeats words heard in conversationUses “hi,” “bye,” and “please” when reminded Has a vocabulary of about 1,500 to 2,500 wordsUses sentences of five or more words Early Talking Advanced Vocabulary

Overexcitability and the Gifted Overexcitability and the Gifted by Sharon Lind A small amount of definitive research and a great deal of naturalistic observation have led to the belief that intensity, sensitivity and overexcitability are primary characteristics of the highly gifted. OVEREXCITABILITIES Overexcitabilities are inborn intensities indicating a heightened ability to respond to stimuli. PSYCHOMOTOR OVEREXCITABILITY Psychomotor OE is a heightened excitability of the neuromuscular system. Allow time for physical or verbal activity, before, during, and after normal daily and school activities-these individuals love to “do” and need to “do.” SENSUAL OVEREXCITABILITY Sensual OE is expressed as a heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Show how to find the answers to questions. EMOTIONAL OVEREXCITABILITY Emotional OE is often the first to be noticed by parents.

Teaching the Gifted and Talented: 33 Websites Where You Can Find Good Resources I wish the Internet was available to me as a kid in elementary school. In New York City, where I attended kindergarten through sixth grade, they called the gifted and talented class "SP". I remember being put into a class to learn French, but very little else. I figured out how ahead I was only when I entered junior high school in New Jersey. The French language I had studied for three years allowed me to coast through French class for the next four years. LESSON PLANS41 Ways to Go Beyond the Book Report Edsitement- from the National Endowment for the Humanities Gifted and Talented Education Lesson Plans Helpful Sites for Gifted Students Lesson Plan Resources- from Davidson GiftedMrs.

Jacob Javits Gifted & Talented Students Education Act The Jacob Javits Gifted and Talented Students Education Act (Javits) was first passed by Congress in 1988 as part of the Elementary and Secondary Education Act and was most recently reauthorized through the Every Student Succeeds Act to support the development of talent in U.S. schools. The Javits Act, which is the only federal program dedicated specifically to gifted and talented students, does not fund local gifted education programs. Funding for Javits Program - Federal Fiscal Year 2019 (October 1, 2018–September 30, 2019) The Administration proposed cutting Javits for fiscal year 2019 (FY19). Congress voted to provide the Javits program $12 million for FY19, the same amount of funding received in 2018. In calendar year 2017, the U.S. In March 2019, the Administration proposed cutting Javits for federal fiscal year 2020 (FY20). NAGC released a statement opposing these cuts. Advocates should stay engaged with the Legislative Action Network for the latest updates. Background on Javits Act

Using Bibliotherapy with Gifted Children - Unwrapping the Gifted Hopefully we’ve all had that experience of reading a book that powerfully “spoke” to us, a book whose characters we could relate to, and whose struggles and triumphs we identified with. Taking this experience a step farther is the strategy of bibliotherapy, the process of helping the reader learn about and cope with any social or emotional struggles or developmental needs by identifying with a character in a book who shares a similar struggle or need. The reading is typically followed up by discussion with a trusted adult. Bibliotherapy of course can be done with all students, particularly students who might be experiencing a divorce in the family, a learning disability, adoption, etc. Today I want to talk a bit about using developmental bibliotherapy specifically with gifted students. A fair amount has been written already (see links at the bottom of this post) about what bibliotherapy is and why it's important to do with gifted students. * Who in the book do you identify with and why?

Beyond Talent and Smarts: Why Even Geniuses Struggle Big Ideas Culture Teaching Strategies Flickr:Bunchesandbits “The struggle with writing is over.” That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the New York Times. Fans of Roth’s books—which include Goodbye Columbus, Portnoy’s Complaint, The Human Stain, and the Pulitzer Prize-winning American Pastoral—may be surprised to learn that he regarded writing as a struggle at all. His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. Americans have a complicated relationship with this kind of relentless striving. psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Related

Why students in poverty are under-identified in gifted programs : aha! Process April 24, 2015 Published by Ruby Payne Conversations I have been a part of or overheard: “We would like to identify more minority and poor students, but they just don’t qualify. They do not meet our criteria.” “We did identify several minority and poor students, but they dropped out of the program within six weeks. “We have worked so hard to get more high school students in the AP program; however, they simply will not participate. If you have heard these comments or made them yourself, you are not alone. There is a large misunderstanding between being gifted and being an achiever or having an advantaged background. What are these characteristics? Other identification mechanisms almost always use: Test scores (heavy emphasis on vocabulary and acquired knowledge)Teacher recommendation (the research is very inaccurate; peer recommendation tends to be more accurate – see identification items in Removing the Mask)Grades (very dependent on the student’s external resources) Ruby K. Save

Myths About Giftedness ~ by Mary Rocamora, M.A. ~ There are many myths about the gifted that are held in the mainstream culture. They permeate conventional parenting and our educational system, including private education. The gifted can make it by themselves — they don’t need any extra attention, either as children or as adults. Actually, gifted children and adults need more mirroring and mentoring than most people because there is more inside that is yearning to be lived. Even if you have extraordinary talents, keep your light under a bushel. One should never feel too good about one’s abilities or show them off except when invited or alone. You can be gifted on your own time. After you have done everything you “should” do, you will finally be free to do something meaningful or creative. In the awareness work we offer, the gifted are moved irrevocably away from the obligatory demands of family, friends, being a “good person,” and even our ideas about survival. You can’t earn a living being who you are.

Gifted Challenges: Who is the gifted underachiever? Four types of underachievement in gifted children There is a pervasive myth that all gifted people are high achievers.But many are not. Most young gifted children are a ball of energy, full of life, curious, intense, and driven. Then reality sets in. They confront the limitations of school, peer pressure, others' expectations and their own fears, and some scale back their drive. Underachievement may develop gradually, with less effort expended on homework, tests or projects. Gifted underachievers are a widely diverse group of children (and adults), whose behavior springs from multiple sources. Why are gifted underachievers so hard to identify? Although underachievement might seem obvious, gifted underachievers may remain hidden. Researchers also have struggled to agree upon a clear definition of gifted underachievement. Despite these theoretical and practical difficulties, researchers have settled upon the following criteria for defining underachievement: 1. So, who is the gifted underachiever? 1. 2. 3. 4. Emerick, L. (1992).

Idealism and Perfectionism in the Gifted And the gifted child Perfectionism can be observed in even very young gifted children because of the lack of synchrony between their intellectual and physical development. For example, a three year old gifted child can see in her five year old mind what she wants to build, but her three year old fingers cannot do it and so she screams in frustration. The gap between a child's advanced intellectual capability and more age-appropriate social and physical skills can lead to unrealistic expectations for performance by both gifted children and their parents and teachers. Adults expecting social maturity to match high level intellectual development may label a highly articulate, logical child as a behaviour problem when he or she exhibits an age-appropriate tantrum. And the gifted adult Perfectionism can also be applied to the gifted self. However, problems can arise when they are not able to live up to these standards and blame themselves for not being good enough.