What is a gifted child? Written by David Farmer Wednesday, 12 December 2007 07:11 A good question to start with. The word "gifted" has been defined differently by different academics and practitioners and is often considered by many to be an unfortunate term, but it has become generally associated with a child whose potential in one or more areas of skill would place him or her in the top 2-5% of children of the same age. Notice that this does not assume a narrow view of academic intelligence - the areas of skill can be traditionally academic, or creative, intrapersonal etc. You can read the following general introduction or check out these pages which cover the main different models of giftedness: The same source suggests demonstrated achievement or potential ability can be in: general intellectual ability specific academic aptitude creative or productive thinking leadership ability visual and performing arts psychomotor abilities The following lists bring together a number of resources. Meet some gifted children
Gruener Consulting LLC | Positive Discipline Parent and Classroom Education, Presentations and Seminars “Play Partner” or “Sure Shelter”: What gifted children look for in friendship “Play Partner” or “Sure Shelter”: What gifted children look for in friendship Author: Miraca U. M. Gross Citation: From The SENG Newsletter. 2002 May 2(2) “When gifted children are asked what they most desire, the answer is often ‘a friend’. The need for friendship and, even more, for emotional intimacy, is a driving force in both children and adults. A wealth of research studies over the last 70 years have shown us that when intellectually gifted children look for friends, they tend to gravitate towards other gifted children of approximately their own age, or older children who may not be as bright as they are, but who are still of above average ability (Hollingworth, 1926; O’Shea, 1960; Gross, 1993). Previous international studies have found, not surprisingly, that children’s conceptions of friendship develop in stages and are hierarchical and age-related (see, for example, Bigelow and La Gaipa, 1975; Selman, 1981). Stage 5: “The sure shelter.” However, “rare” also means “scarce”. Dr.
SLP Articles Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision William Evans, MS, CCC-SLP May 12, 2015 This text-based course is a transcript of the webinar, “Cognitive Behavioral Therapy for SLPs: Applications for Counseling, Behavioral Change, and Clinical Supervision,” presented by Willi... Neurogenics/Cognition/Executive Function Veteran Affairs (VA) courses Pearson's EBP Briefs: The Effects of Structured Writing Intervention for Elementary Students With Special Needs: A Systematic Review Julie Masterson, PhD, CCC-SLP, Angella Powell-Webb, MS, CCC-SLP May 6, 2015 IntroductionThe American Speech-Language-Hearing Association (ASHA) 2006 Schools Survey indicated that literacy (reading and writing) was an area in which intervention was provided by 37% of SLPs in t... Language Disorder(s) Literacy/Phonological Awareness School Intervention/Collaboration in Schools Julie Wolter, PhD, CCC-SLP J. Stuttering Kimberly Murza, PhD, CCC-SLP, Chad Nye, PhD
Positive Discipline Association - Home Small poppies: Highly gifted children in the early years Gross, M. Roeper Review Vol. 21, No. 3, pp. 207-214 1999 This article by Miraca Gross is a classic on the development and needs of profoundly gifted children in infancy, toddlerhood and the preschool years. It discusses some of the hallmarks of extreme precocity in the very young. Summary: Highly gifted children are frequently placed at risk in the early years of school through misidentification, inappropriate grade-placement and a seriously inadequate curriculum. Let me share with you one of my earliest memories. A man is working in the gardens and I am intrigued by what he is doing. Well, I agreed with my mother. As a teacher and academic working in gifted education, I have become sadly familiar with the cutting down to size of children who develop at a faster pace or attain higher levels of achievement than their age-peers. How did the term originate? Our gifted children - our small poppies - are at risk in our schools, and the group at greatest risk are the highly gifted.
Visual and Auditory Processing Disorders By: National Center for Learning Disabilities (NCLD) Introduction Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound. The terms, "visual and auditory processing" and "visual and auditory perception", are often used interchangeably. For the sake of consistency, the terms used in this packet are visual processing disorder and auditory processing disorder. Visual processing disorder What is it? A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. Common areas of difficulty and some educational implications: Spatial relation This refers to the position of objects in space. Reading and math are two subjects where accurate perception and understanding of spatial relationships are very important. Visual discrimination This is the ability to differentiate objects based on their individual characteristics. Visual closure Interventions
SENG THE EDISON TRAIT For Information about "The Edison Project at Quick Study Labs" see the very bottom of this page. QuickStudyLabs.com can meet the needs of Edison Trait Children to discover, explore and invent. DOES YOUR CHILD HAVE THE EDISON TRAIT? He was a boy who learned only by doing. The core of his learning was his passion for experiments. Today, a growing number of children have that nature to dare. They have minds that are at home with meanderings and leaps of vast proportions. QUALITIES OF A CREATIVE MIND There was once a man who drove a truck on a road through a town and got stuck under a bridge that had a low clearance. This was a child who had the Edison trait. An Edison-trait child: Expects the Unexpected A child with the Edison trait makes sudden, astonishing connections. His sense of humor is disarming. Thinks Autonomously This is a child who stands up for his own ideas, especially when they are uncommon or nonconformist. Loves to Come Up with Ideas Some do this slowly and dreamily.