Sentences with phrase «highly gifted children»

There are hundreds of thousands of highly gifted children in the U.S. and millions more whose intelligence is above average, yet few receive the education they deserve.

Highly Gifted Children often present an entirely different set of characteristics; sometimes they can be simplified by just saying they are «More!»

Kathi Kearney, M.A. Ed., is Founder of the Hollingworth Center for Highly Gifted Children in South Casco, Maine, a doctoral candidate at Teachers College, Columbia University, and editor of Highly Gifted Children.

Kathi Kearney is the founder of the Hollingworth Center for Highly Gifted Children in South Casco, Maine, a doctoral candidate at Teachers College, Columbia University, and Editor of Highly Gifted Children.

Most highly gifted children do end up accelerating academically in some way at some point in their schooling.

Grade skipping is not without problems, but allowing highly gifted children to stay in a class that meets few if any of their needs may do serious and long - term damage.

Highly gifted children may have trouble establishing fulfilling friendships with people of their own age when there are few or no other highly gifted children with whom to interact.

Because highly gifted children may begin school already knowing much of the material covered in early grades and because they learn quickly, some type of acceleration is necessary.

The difficulty with highly gifted children in school may be summarized in three words: they don't fit.

Highly gifted children tend to be those who demonstrate asynchronous development.

Although early college entrance is not appropriate for all highly gifted children, it should be seriously considered as one of many possible options to meet the educational needs of highly gifted children.

In addition to obtaining basic information about the characteristics of highly gifted children, parents often ask questions about assessment, school placement, and sibling and family development.

Though there may not be many gifted children on your block, or more than a couple highly gifted children in your whole school district, support is available on - line.

There are occasions in the lives of highly gifted children when school problems can not be resolved in the usual manner.

To clarify what I mean by this population, I will use the definition from the Hollingworth Center for Highly Gifted Children web site (www.hollingworth.org):

Since 1998, I have written for gifted newsletters and journals around the world, including Our Gifted Children, Gifted Education Communicator (was the CAG Communicator), Hollingworth's journal Highly Gifted Children, SENG's newsletter, and a variety of state and local gifted newsletters.

I've spoken at conferences including National Association of Gifted Children (NAGC), National Association for Gifted Children Malaysia (NAGCM)(keynote), Beyond IQ, Pennsylvania Association for Gifted Education (PAGE), Nebraska Association for the Gifted (NAG), New Jersey Association of Gifted Children (NJAGC), New Jersey Education Association (NJEA), Washington Association for the Education of Talented and Gifted (WAETAG), Kentucky Association for Gifted Education (KAGE), Hollingworth Association for Highly Gifted Children, and others.

In addition, there are gifted educational organizations supportive of homeschooling as an educational option for gifted children, such as the Hollingworth Center for Highly Gifted Children: www.hollingworth.org, and the Gifted Development Center: www.gifteddevelopment.com.

Other highly gifted children attend regular classrooms, but instead of working at appropriate academic levels and having «an equal opportunity to struggle» (Morreale, 1993), spend much of the school day tutoring others in cooperative learning groups or reviewing curriculum that they mastered years ago on their own (Robinson, 1990; U. S. Department of Education, 1993).

Despite rhetoric to the contrary, «Most regular classroom teachers make few, if any, provisions for talented students» (U. S. Department of Education, 1993, p. 2) Furthermore, the trend toward using heterogeneous cooperative learning groups in contemporary classrooms may lend itself to the exploitation of highly gifted children, especially in settings where group grades are given or where no homogeneous groupings are allowed (Robinson, 1990).

It is ironic that in an ideological environment which stresses «full inclusion» in regular classrooms for children with severe disabilities, highly gifted children are still being excluded in many ways.

Positive communication with the school is absolutely essential, as highly gifted children often do not fit the norms of school organization.

Sadly there are far too many children highly gifted children who leave school because they feel unwelcome, not valued and grossly are undereducated.

Precocity, complexity and intensity are identifying characteristics of highly gifted children.

Visit Hoagies» Page exclusive or original articles, including Indecent Exposure Does the Media Exploit Highly Gifted Children?

The Stanford - Binet version L - M is still being used for supplemental information on very highly gifted children, because of its possible scores above the newer tests» ceiling of 160.

Hoagies» Gifted Education Page www.hoagiesgifted.org The Hollingworth Center for Highly Gifted Children www.hollingworth.org

Homeschooling for highly gifted children is sometimes an option when nothing else works out — when the school cuts the gifted program, eliminates any ability grouping, refuses to allow acceleration, or is genuinely rigid in its stance.

Cutting program for the gifted does not mean that highly gifted children will go away.

Gifted Education Consultant Founder, The Hollingworth Center for Highly Gifted Children E-mail: [email protected]

Recent research monographs published by the National Research Center on the Gifted and Talented (The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269 - 2007) provide essential information to families of gifted and highly gifted children concerning ability grouping, cooperative learning, and acceleration.

For highly gifted children, whose needs are particularly difficult to meet solely within and age - graded heterogeneous heterogeneous classroom, such trends spell unusual difficulty for them and for their families and schools.

Use the culturally accepted institutions of rural life to support the development of highly gifted children.

If cooperative learning is used in heterogeneous classrooms, extreme care must be taken not to exploit highly gifted children (Robinson, 1990).

The following suggestions for schools outline important attitudes and practices necessary to provide equitably for highly gifted children in recessionary times.

Many highly gifted children attend small schools with few specialized staff members, live in communities which are often resistant to chance, and are not necessarily acculturated according to urban standards (Spicker, Southern & Davis, 1987).

Until such protection can be established by law, it is up to the schools to recognize their moral obligation to education highly gifted children appropriately, rather than leaving them»... languishing unchallenged by regular classroom practices... asked to revisit material they have already learned» (Lawton, 1992, p. 4).

Kathi Kearney is Founder of the Hollingworth Center for Highly Gifted Children in Auburn, Maine, and a doctoral candidate at Teachers College, Columbia University.

A great organization of parents of highly gifted children is the Hollingworth Center for Highly Gifted Children: http://www.hollingworth.org

The Hollingworth Center for Highly Gifted Children A national support and resource network focused on the needs of highly gifted children.

Because of the ferocious sorting of the meritocratic machine, talented people have been finding and marrying one another, and giving birth to a super-class of highly gifted children.

Unfortunately, schools segregate children by age (kindergarten kids are age 5, first graders are age 6, etc.), which makes it difficult for gifted children, especially highly gifted children, to find their intellectual peers in a single classroom.

Highly gifted children often benefit from piano or keyboard lessons, but these can be expensive.

In addition, even if a highly gifted child is socially, emotionally, and academically ready to start school early, the pace and depth of instruction still may be too slow and shallow.

Virtually no evidence supports holding a highly gifted child back — if he or she is socially and emotionally ready.

Several years ago, I taught a highly gifted child, who simply didn't fit the current educational system.

Homeschooling is an option that can provide the highly gifted child with an accelerated curriculum, flexible pacing, meaningful enrichment, substance and depth in areas of strength and interest.

There is much information here, including her article «Is It a Cheetah,» which was published in the Highly Gifted Child newsletter.

How can I make sure that the school program is appropriate for my highly gifted child?

It is not at all uncommon for a carefully individualized program to work well for a highly gifted child for a period of time, and then (seemingly, all of a sudden!)