Academic Advocacy for Gifted Children

by Gilman, Barbara Jackson

Edition: Revised

ISBN13: 9780910707886

ISBN10: 091070788X

Format: Paperback

Pub. Date: 2008-11-01

Publisher(s): Great Potential Pr Inc

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Summary

Formerly titled Empowering Gifted Minds: Educational Advocacy That Works, this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child¿s abilities to provide reasonable educational options year by year. This book provides imperative information on testing considerations, curriculum, successful programs, and planning your child¿s education. It is an essential guide.

Author Biography

Barbara J. Gilman, M.S., is the Associate Director of the Gifted Development Center in Denver, CO. She holds degrees in Child Development and Psychology, and has extensive experience testing gifted children, making educational recommendations, working with the highly gifted, and gifted children with learning disabilities. A mother of highly gifted sons, she is a veteran of gifted committees, helped create an accelerated charter middle school, and is a popular speaker for parents and teachers on advocacy and classroom accommodations for the gifted.

Acknowledgements	p. vii
Introduction	p. 1
The Experience of Giftedness	p. 7
Advanced Developmental History	p. 8
Unnecessary Damage	p. 10
Teach to Their Level, Pace, and Learning Style	p. 10
Personality Characteristics	p. 12
Social Development	p. 14
Out-of-Sync with Middle School	p. 14
Mental Age	p. 16
Underachieving Older Boys	p. 17
Poor Study and Organizational Skills	p. 18
Girls: Suffering Silently or Going Underground	p. 18
Teachers Vary in Their Knowledge of the Gifted	p. 20
Gifted Introverts Are Vulnerable	p. 22
A National Discomfort with Giftedness	p. 23
The Need for Vigilant Advocacy	p. 24
Observations on the Inner Experience of Giftedness, by Quinn O'Leary	p. 26
For Further Reading	p. 28
What Do We Mean by Gifted?	p. 29
Definitions	p. 30
The G Word	p. 30
The 130 IQ	p. 31
What Do IQ Tests Measure?	p. 32
High Achievement	p. 34
Teacher Recommendations and Student Interviews	p. 35
Educational Definitions of Giftedness	p. 35
Multiple Intelligences	p. 37
Dealing with Asynchrony	p. 39
Giftedness as Asynchronous Development	p. 39
The Asynchrony of Advanced Mental Age	p. 39
The Further Complication of Emotional Age	p. 40
Achievement vs. Developmental Advancement	p. 41
Personality and Other Traits of the Gifted	p. 42
Characteristics of Giftedness in Children	p. 42
Other Gifted Characteristics	p. 45
Introversion	p. 45
Early Self-Efficacy	p. 46
Familial Histories of Giftedness	p. 46
Giftedness in Adults	p. 47
Levels of Giftedness	p. 48
The Moderately Gifted	p. 49
The Highly Gifted	p. 51
The Exceptionally and Profoundly Gifted	p. 53
Children with the Highest IQ Scores	p. 55
What Is Giftedness?, by Quinn O'Leary	p. 55
For Further Reading	p. 57
Testing Considerations	p. 59
Choosing a Tester	p. 60
The Cost of Testing	p. 65
Which Tests Should Be Given?	p. 69
IQ Tests	p. 70
Wechsler Tests	p. 71
Stanford-Binet Tests	p. 75
Other Cognitive Tests	p. 76
Ceiling Problems: Scoring beyond the Limits of IQ Tests	p. 77
IQ Tests and Minorities	p. 81
Achievement Tests	p. 82
Personality Tests	p. 85
Emotional Inventories and Projective Tests	p. 85
Further Diagnostic Tests	p. 86
Preparing Your Child for Testing	p. 87
Preparing for the Follow-Up Conference	p. 87
Understanding the Gifted through Testing	p. 89
Testing, by Quinn O'Leary	p. 89
For Further Reading	p. 91
Curriculum and Instruction	p. 93
A Typical Curriculum	p. 93
Sequential Teaching	p. 95
Learning Style Needs	p. 95
How Different Are the Gifted as Students?	p. 96
Learning Rate	p. 96
Typical Test Score Patterns for Younger Gifted Children	p. 98
Choose Achievement Tests Carefully	p. 101
Typical Test Score Patterns for Older Gifted Children	p. 101
Instructional Approaches	p. 108
Curriculum Compacting	p. 108
Advanced Independent Study	p. 109
Subject Acceleration	p. 110
Mentors and Other Opportunities Outside of School	p. 110
Acceleration vs. Enrichment	p. 110
The Individual Education Plan	p. 111
Successful Instructional Assumptions	p. 112
Grouping Strategies	p. 114
Anti-Tracking	p. 114
Cooperative Learning	p. 115
Research on Grouping	p. 116
A Curriculum and Instruction Challenge	p. 120
Curriculum and Instruction, by Quinn O'Leary	p. 122
For Further Reading	p. 124
Why Gifted Children Fail to Achieve: Preface to Chapters 5 and 6	p. 127
Underachievement: When a Child Is Too Advanced for the Educational Program	p. 129
Underachievement in Girls	p. 129
Underachievement in Boys	p. 130
Quinn	p. 131
Scars of Alienation	p. 135
The Effect of High School Attendance Policies	p. 136
Closeness to Family	p. 137
Viewing Spirit as Strength	p. 137
The Risk of Dropping Out	p. 139
Be Willing to Accept Options	p. 139
Supporting a Student's Motivation to Learn	p. 140
Underachievement, by Quinn O'Leary	p. 140
For Further Reading	p. 144
Underachievement: Gifted Children with Learning Disabilities or Other Deficits	p. 145
What Exactly Is a Learning Disability?	p. 146
Types of Learning Disabilities	p. 148
Twice-Exceptional Children Refused IDEA Services	p. 149
Other Deficits	p. 150
Exploring the Disabilities of the Gifted	p. 151
Spatial Strengths and Sequential Weaknesses	p. 151
Central Auditory Processing Disorder	p. 152
Vision and Visual Processing Deficits	p. 155
Fine-Motor Deficits	p. 156
Sensory Processing Disorder/Sensory Integration Dysfunction	p. 157
Gifted Children with Severe Learning Disabilities	p. 159
Emma	p. 159
Underachievement Due to Attentional Deficits	p. 166
Serafina	p. 166
The Difficulty of Diagnosing and Treating ADHD in the Gifted	p. 171
Enabling the Twice Exceptional to Bloom	p. 173
For Further Reading	p. 175
Successful Programs for Gifted Students	p. 177
Seek the Best Options Available	p. 177
Self-Contained Classrooms or Schools for the Gifted	p. 177
Charter and Magnet Schools	p. 179
Home Schooling	p. 179
Typical Schools with Grade and Subject Acceleration	p. 180
Private Tutors and Mentors	p. 181
Distance-Learning Courses	p. 182
Private and Parochial Schools (Not Specifically for Gifted Children)	p. 183
Advanced High School Programs	p. 184
Concurrent Enrollment in High School and College	p. 184
Individualization within the Regular Classroom	p. 185
Less Successful Options	p. 186
Irrelevant Enrichment	p. 186
Acceleration Opportunities Too Small in Scope	p. 187
The Teacher's Helper	p. 188
The Least Restrictive Environment	p. 188
Choosing a Program	p. 190
Prior to School Entrance	p. 190
Choosing an Elementary School	p. 191
Assessment Aids Planning	p. 192
An Individual Education Plan (IEP)	p. 193
Middle School Choices	p. 194
High School Programs	p. 194
Finding the Perfect Program	p. 196
Program Options, by Quinn O'Leary	p. 197
For Further Reading	p. 199
Models of Advocacy for Parents	p. 203
Demonstrate a Documented Need	p. 203
Follow the Chain of Command	p. 204
Arrange a Conference with the Teacher	p. 204
Bring an Expert	p. 205
Create an IEP	p. 205
Meet with the Principal	p. 206
Consult Counselors, School Psychologists, and G/T Coordinators	p. 207
Consider Involving District Personnel	p. 207
Pursue Committee Membership When You Have Extra Time	p. 208
When Do We Give Up?	p. 210
Interviewing Principals and Choosing a School	p. 212
Home Schooling	p. 213
Choices in Advocacy	p. 218
For Further Reading	p. 221
Teachers of the Gifted	p. 223
Lin Greene: Teaching Gifted Elementary Students	p. 223
Make a Written Plan	p. 224
Look for an Advanced Placement in a Subject of Strength	p. 225
What Level of Advanced Work Does the Child Need?	p. 226
Consider Additional Opportunities	p. 226
Be Aware of Social and Emotional Issues	p. 227
Don't Rely on the Gifted Program	p. 228
Identify Gifted Children in the Classroom	p. 228
Teach Research Skills and Independent Learning	p. 229
Use Parent Volunteers	p. 230
Avoid Pairing Gifted and Struggling Students for Instruction	p. 230
Accommodate Different Classroom Learning Rates	p. 230
Be a Strong-Willed Teacher	p. 231
Advice to Parents	p. 233
Advice to Teachers	p. 233
Sharon Sikora: Teaching the Gifted Middle Schooler	p. 234
How Does the Range of Student Ability Restrict Teaching?	p. 234
Must Today's Teachers Teach to State Tests?	p. 235
Preferable Teaching Approaches: Maintain High Standards	p. 239
Learn to Trust	p. 239
Ensure that Teachers Have a Strong Content Background	p. 240
Allow Any Question	p. 240
Ask Open-Ended Questions	p. 242
Richard Borinsky: Challenging Gifted High School Students	p. 244
Challenges of Instructional Grouping	p. 244
On Grading	p. 246
Instruction-Empower Independent Learning	p. 246
Resist Authoritarianism	p. 249
Maintain High Expectations	p. 249
Establish a Strong Content Background	p. 250
Care about Students	p. 250
Be a Passionate Teacher	p. 252
Elizabeth Maxwell: Reflections on Gifted Education	p. 252
The Gifted Teacher's Best Characteristics: Appreciate Their Gifts	p. 252
Facilitate Learning	p. 253
Empower Students	p. 253
Don't Tolerate "Meanness"	p. 253
Teach Research and Interview Skills	p. 254
Be Sensitive to Affective Needs	p. 254
Address "Being in the Gifted Class"	p. 254
Involve Students in Self-Evaluation	p. 255
Be Flexible: Allow Instructional Plans to Change	p. 255
Help Students Stretch	p. 255
Be a Rebel	p. 255
Make Homework Meaningful	p. 256
Resist Authoritarianism at School	p. 257
Understand the Characteristics of Giftedness	p. 257
Discover Dabrowski's Overexcitabilities	p. 257
Teachers of the Gifted, by Quinn O'Leary	p. 258
Charter Schools-In Principle and Practice	p. 261
Creating a School from the Ground Up	p. 262
The Call to Arms	p. 262
The Organizing Committee	p. 264
Writing the Application	p. 265
Site Challenges	p. 266
Choosing Curriculum	p. 266
Summit Middle School in 1997	p. 267
Summit Middle School in 2003	p. 272
Curriculum Changes	p. 273
English	p. 273
Science	p. 274
Social Studies	p. 274
Math	p. 275
Foreign Language	p. 275
Electives	p. 275
Politics, Politics	p. 276
Can Charter Schools Meet the Needs of Gifted Students?	p. 277
Summit, by Quinn O'Leary	p. 281
For Further Reading	p. 283
Planning Your Child's Program-Year by Year	p. 285
The Diagnostic-Prescriptive Curriculum	p. 286
Elementary School	p. 287
Early Entrance	p. 287
Accommodations in Kindergarten and the Primary Grades	p. 288
The IEP	p. 289
Integrating Outside Coursework into the IEP	p. 296
Full-Grade Acceleration	p. 296
Enrichment/Academic Experiences Outside of School	p. 298
Talent Searches and Related Programs	p. 298
The Move to Middle School	p. 299
Providing Accelerated Middle School Coursework	p. 300
High School Courses for Middle Schoolers	p. 300
Distance-Learning Courses	p. 300
College Courses for Middle Schoolers	p. 300
Credit for Accelerated Work	p. 301
Grade Acceleration in Middle School	p. 302
High School	p. 302
Different Offerings in Different High Schools	p. 302
The Importance of Proper Class Placements	p. 303
Maintaining Challenge	p. 308
Concurrent College Enrollment	p. 308
Other Course Options and Opportunities	p. 310
A Continued Need for Advocacy	p. 311
Twice-Exceptional Students	p. 312
Support Both the Giftedness and the Deficit(s)	p. 312
Consider IDEA (Special Education Services) and 504 Plans	p. 313
Advocating for Children with Higher Levels of Giftedness	p. 314
Consider Even Higher Level and Faster Pace of Instruction	p. 314
Provide Achievement Testing	p. 315
Accelerate with Care	p. 316
Consider Outside Coursework	p. 316
Help Teacher Advocates	p. 317
Support Personality Characteristics	p. 317
Nurture Social Development	p. 318
Becoming the Gifted Advocate and Educational Program Manager	p. 319
For Further Reading	p. 320
Afterword: The Call to Arms	p. 323
Essential Resources	p. 329
References	p. 337
Endnotes	p. 343
Index	p. 347
About the Author	p. 357
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