Gifted Education
 

 

The big difference between gifted children and other children is that gifted children are more intense, more inquisitive, they learn more quickly, and they feel more deeply than other children. And this presents more challenges for everyone around them.

 

Discover how the Internet can help you
find new directions for raising and educating these unique and wonderful children:  from identification, testing and measurement, to parenting and advocacy, to curriculum adjustments, grouping, and acceleration, to gifted / learning disabled, highly gifted, and more.

 

 

Really, now, Is it a Cheetah?
Stephanie Tolan's  widely-read essay on the unique nature of giftedness.

What is Giftedness All About?

Recognizing Giftedness in Young Children
by Linda K. Silverman, Gifted Development Center

 

Distance Learning recommendations
from The Johns Hopkins Center for Academically Talented Youth.

Facts on Gifted Children from Mensa Gifted Children's Handbook

A Glossary of Gifted Education

Great Websites on Giftedness

Giftedness:  Links compiled by Johns Hopkins CTY.

GT World

Great Potential Press - Compilation of Helpful Links

Homeschooling Gifted Children

Curriculum Adjustments

Internet Investigations

Brightsparks

Enough resources to keep you very busy

 

Visit the not-to-miss Hoagies' Gifted Page,
your one-stop center for practical, hands-on resources for the gifted child.

Existential Depression in Gifted Individuals: 
Supporting Emotional Needs of the Gifted by James T. Webb, Ph.D.

 

 

There are certain qualities of the gifted experience that transcend age, nationality, ethnicity, gender, socio-economic status, occupation, interests or talent domain: good problem solving, abstract reasoning, thriving on challenge, curiosity, vivid imagination, intensity, sensitivity, complexity, perfectionism. Gifted people not only think differently, they feel differently. Giftedness is a different way of being, and these differences affect one throughout the lifespan.

There is so much confusion about the meaning of this term, and so much denial, that most gifted people reject the notion of being gifted. 

If you are a gifted person, the greatest gift
you can give to your children, your students,
your clients, your loved ones, and yourself,
is the appreciation of your own giftedness.

Appreciation begins with recognition. What are the characteristics of giftedness?

  • Do you have a passion for justice?
  • Are you perfectionistic?
  • Are you highly sensitive?
  • Do you take on more responsibilities than anyone you know?
  • Do you have gifted friends and relatives?
  • Do you have a great sense of humor?
  • Are you perceptive-seeing through the image to the reality?
  • Are you intuitive?
  • Has your honesty gotten you into trouble?
  • Do people often seek your advice on their personal problems?

If these characteristics fit you, your first job is to understand yourself, then you will be a good role model to others in your life who need your help. Consciousness of the meaning of giftedness is oxygen to the Soul: you need to put on your own oxygen mask before you help others put on theirs. (from the Gifted Development Center)

Destination Imagination

University of Denver Academic Programs for Youth

Life in the Asynchronous Family by Kathi Kearney, Hollingworth Center for Highly Gifted Children

Regarding the Raising of Gifted Children

 

Hoagies' Reading Lists

Hoagies' Software Favorites

Hoagies' Kid's Magazines

Hoagies' Kids and Teens Page

Online support for gifted families

     
 

Every moment is a gift
A column for harried parents

Unconditional Love:  Request for a Living Memorial 
by Linda K. Silverman  
 

     

Guidelines for working with gifted students  Researchers have presented some general guidelines for working with gifted students:

  • Instruction in basic word attitude skills should be kept to a minimum.

  • Challenging materials should be made available, especially to young gifted readers.

  • Instruction should facilitate critical and creative reading.

  • Use of analogies should be studied, especially in classes for older gifted students.

  • Inductive, rather than deductive instruction should be provided.

  • Flexibility in assignments should be provided.

  • Unnecessary repetition in instructions should be eliminated.

  • Students' divergent and diversified interests should be nurtured.

  • Independent projects such as sociograms, time machine models, newscasts, games based on story themes and simulation role-playing activities should be encouraged.

Cognitive needs of gifted children
Clark (1983) outlined cognitive needs that differentiated gifted children from others:

  • To be exposed to new and challenging information about the environment and the culture.
  • To be exposed to varied subjects and concerns.
  • To be allowed to pursue ideas as far as their interests take them.
  • To encounter and use increasingly difficult vocabulary and concepts.
  • To be exposed to ideas at rates appropriate to the individual's pace of learning.
  • To pursue inquiries beyond allotted time spans.
    (Bartelo & Cornette, 1982; Bagaj, 1968; Cornette & Bartelo, 1982; and Sakiey, 1980) Citation

 

Useful Links

Stanford University Educational Program for Gifted Youth (EPGY)
The Gifted & Talented (TAG) Resources Home Page
American Association for Gifted Children
National Association for Gifted Children
National Research Center on the Gifted and Talented
Council for Exceptional Children/ERIC Clearinghouse on
Disabilities & Gifted Education
Gifted Child Society
Hoagies' Gifted Education Page
World Council for Gifted and Talented Children
The Gifted Development Center
National Center for Learning Disabilities
Gifted Education Resource Institute at Purdue University
The Hollingworth Center for Gifted Children
The Davidson Institute
The College Guide - Fishnet (College information)
Northwestern University's Center for Talent Development
Johns Hopkins University Center for Talented Youth (IAAY)
Duke University's Talent Identification Program

Great Potential Press, a publisher of books on giftedness
SENG:  Supporting Emotional Needs of the Gifted