Sentences with phrase «giftedness as»

The student demonstrated intellectual giftedness as evidenced by any of the following: standardized achievement test scores (90th + percentile), scores on tests of general aptitude (125 + IQ), or other objective and subjective indicators of potential for well - above - average academic performance.

Parents can learn about their own giftedness as they learn about their child.

In Being Smart about Gifted Education we look at what sparks high - level development, we discuss giftedness as an educational mismatch that requires differentiated curriculum, and we respond to teachers» concerns, including offering lots of practical strategies to help them make good and informed decisions with and for their students.

Still others see giftedness as prodigious accomplishment: adult - level work while chronologically a child.

The U.S. Department of Education (1995) defines giftedness as «children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.»

Using a grounded theory approach to the study of historical texts and an expert interview, this study investigates culturally embedded conceptions of giftedness as evidenced in one of the most important Iranian literary canons, «The Gulistan», to guide the development of education and programming for gifted and talented students in Iran.

The National Association for Gifted Children (NAGC, 2010) defines giftedness as follows:

Not exact matches

Egalitarianism (also known as «mutuality»): Christians who identify as egalitarian usually believe that Christian women enjoy equal status and responsibility with men in the home, church, and society, and that teaching and leading God's people should be based on giftedness rather than gender.

So at both places in his epistles where Paul offered a list of charismata for the life of the church as body, love comes to the fore as the ground and aim of all giftedness (I Cor.

When disciples grow into giftedness, they can perform the functions of spiritual leadership as well.

It explains the traits of giftedness and how to tell if your child is gifted, but also covers under - identified gifted kids and some of the problems that come with being gifted such as emotional sensitivity.

Of course, they might not know that their children are gifted as infants, even though signs of giftedness might be apparent at this young age.

You might have been told that your child is not really gifted, that all children are gifted, or that there is no such thing as giftedness.

Signs of giftedness appear early, as early as infancy.

In fact, I am often puzzled when I see early reading as one of the markers for giftedness.

Another policy response, they said, would be to screen all students for giftedness, not just those who are referred by teachers or parents, and to provide outreach to parents so they have the information and skills to help schools identify their children as gifted.

My research drew on classic areas of psychology such as giftedness and expertise, following the steps of other researchers who have examined the developmental activities of the world's highest achievers across a range of domains from science to music to sport, sparking classic «nature versus nurture» debates.

Remember, part of our job as educators is being a talented scout of sorts, looking for potential giftedness in children and then making sure they receive the appropriate level of services.

This is related to the fact that, as in the U.S., there's widespread uncertainty as to what exactly constitutes giftedness and how best to identify it.

The fact that nobody really knows also attests to the vagueness of these definitions and to disputation even among advocates as to what exactly qualifies as giftedness.)

The U.S. Department of Education has attempted to define «giftedness» as has the National Association for Gifted Children.

The new teacher believes there is no such thing as giftedness, that ability grouping is elitist, and that children should remain with their age peers.

Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness.

«Giftedness» is not recognized as a disability under the Individuals with Disabilities Education Act (IDEA), and it can be difficult for some families to obtain special programming for gifted children.

Whether you use the definition of giftedness from the United States Office of Education (US Department of Education, 1993), which describes these students as» children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment», or as Renzulli (1978) does as the intersection and interaction among three basic clusters of human traits — above average ability, high levels of task commitment, and high levels of creativity, it is arguably the concept of asychronicity that educators must address.

Comparison of the fields of gifted education and middle school education indicates some major differences in such areas as organizing for instruction, how students learn, mainstreaming, delivery of instruction, affective needs, and the concept of giftedness.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

«Gifted schools», as I noted at the beginning of this essay, are different, since they are private schools that do select according to various criteria of giftedness.

Equally accessible to the parent as the teacher, and written by a recent pioneer in the field, Gifted 101 dispels common myths about giftedness, challenges the view that eminence is the true signifier of giftedness, provides support for the twice exceptional, offers specific guidelines to parents and teachers, describes comprehensive assessment of the gifted, and focuses on the complex inner world of the gifted... a «must read.»

You would think, from the authors» refreshingly honest description of how little we know about giftedness, that they would recommend we move on to programs with better data and more support, such as ensuring that every fourth - grader can read.

It is ironic, therefore, that two major developments in the allied fields of psychology and gifted education — the revision of a major test of intelligence, and an emphasis on expanding conceptions of giftedness — should combine to inadvertently penalize those children who have been viewed historically as most in need of special education programs for the gifted.

The timing of an evaluation can mean the difference between a student being identified as gifted or disabled, because while giftedness can mask a disability early on, over time, the disability can hide a student's strengths.

Our schools are miseducating and neglecting our gifted children because they only address the educational side of giftedness, and only as long as the gifted student excels in school.

Somewhere down the line, the identification of giftedness in a child came to be associated exclusively as a function of the school.

More formal criteria are also used to identify a person as 2e — both for dyslexia (see references below) and intellectual giftedness.

Your story gives yet another example of how giftedness is dealt with in school — as a function of academic output.

Through recognizing and emphasizing the characteristics of the child that relate to his or her giftedness, educators and parents can see the child as more than a problem waiting to be «fixed.»

Sadly, our gifted kids, as they grow up, begin to understand all of this, and start to dumb down and hide their giftedness.

Many in education and in our society as a whole do not believe that gifted children can struggle in school and that is because there is a lack of understanding of the facts about giftedness and the traits and needs of our gifted children.

Students who are identified as «twice - exceptional» may have learning disabilities that mask their giftedness.

Kira determines the presence of giftedness, intellectual and learning disabilities, including dyslexia, dysgraphia and dyscalculia, as well as the presence of memory, attention, and social emotional and behavioral problems impeding learning, such as ADHD, anxiety and depression.

He has taught gifted education and pediatric neuropsychology at the master's and doctoral levels, as well as authored and co-authored several books and publications about giftedness and misdiagnosis.

The Practical Ideas That Really Work series now includes a wide variety of topics, such as ADHD, autism, disruptive behaviors, reading problems, and giftedness.

Educators who work closely with minority language students argue that using standardized IQ tests as a primary measure of giftedness does not fairly accommodate the linguistic and cultural differences of these students.

Specialties: Grasping and embracing one's own giftedness, existential depression, parenting challenges with gifted kids, making parenting decisions for gifted kids as a couple

Other issues I often see with children are behavioral and emotional disturbance, giftedness, trauma and post-traumatic stress, abuse, or coping with developmental disabilities such as Autism.

We strongly disourage this practice as it may disqualify your child for placement in a gifted program even if thier scores at the giftedness assessment are in 98th percentile.

Her current interests focus on the reasons underlying children's academic struggles, such as learning disabilities, giftedness, poor motivation, anxiety, developmental disability, etc..

Examples are given for characteristics of giftedness that may be observed in early childhood settings such as atypical behaviours, heightened sensitivities and learning that appears advanced for age.

The results of this case study suggest that «social reading» can be considered as a beneficial technique for children with high - functioning ASD, and especially in giftedness conditions.