Terman and Oden (1959) found that some high ability students never made effective use of their superior ability, because factors other than intelligence affected their life success. What are very often overlooked are the social and emotional aspects that strongly influence the educational needs of all children. Linda Brody, director of the Study of Exceptional Talent, notes that “the assumption is that gifted kids, because they are smart, will be able to make it regardless of their setting, but that is not always the case.” The widely believed myth is that gifted children will succeed because their superior academic abilities will carry them through. Like all children, those with high academic ability deserve to be challenged, motivated, encouraged, and given the opportunity to learn at a pace and depth that is appropriate for them. The principal reason why gifted children ought to be identified is so they may obtain a better, more suitable education (Hanson, 1992). These profiles show how identification is the critical first step to ensuring that the educational needs of gifted children are met. In what is perceived as an unsympathetic educational environment, five out of the six Types endure feelings of frustration, low self-esteem, isolation, difference, increasing disconnection from education and learning, negative social behaviour, and unfulfilled potential. The Betts and Neihart (1988) Types (See Identification Across the Age Ranges) outlined some of the long term effects of undetected giftedness in characteristically different gifted children, and illustrated that the consequences are predominantly negative. (Indeed, if approached correctly, the child need never know the reason for the assessment). Better a student be thought gifted and proven not, than never to be considered gifted at all. Identification is no easy feat, but nevertheless its necessity outweighs the complexity. This includes children whose disabilities or circumstances inhibit their effective participation in the education that is normally provided for children of their age group…It is important that a range of educational provision is available that is flexible enough to cater for the special needs of individual children at the various stages of their development.” The Centre for Talented Youth, Ireland Why should we Identify Gifted Children? “All children have a right of access to the highest-quality education appropriate to their needs.
#Iq for gifted program full#
A full scale IQ score of 130 or more, places a student in the gifted classification, which is the primary criteria for participation of the program in the state of Florida.
Testing to qualify for the Academically Gifted Program involves an IQ test (such as the Wechsler Scales of Intelligence) to determine if the student is truly intellectually gifted. Qualifying for the Academically Gifted Program (AGP)
0 kommentar(er)
