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An analysis of the impact of the No Child Left Behind Act on gifted and talented students by the Davidson Institute for Talent Development.
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Speaking as an advocate, Palazesi would like to see educators become more knowledgeable about gifted education and the consequences of not serving these students. "There is too much focus on programs and placing a child into those programs. We need to think of children as individuals, with individual needs."
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This article by Joan Smutny relates the question: "If a tree falls in a forest and no one is there to hear it, does it make a sound?" to today's gifted education. The author describes how parents of the gifted should pay close attention to their child and start advocating for them early in their life. It also explains that it is very important to let people that deal with your child, especially educators, know that they have special needs to prevent future problems.
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This article by Sandra Carlton describes her challenges in finding an approriate educational setting for her profoundly gifted son. Their story includes legal, administrative and personal obstacles. Carlton holds an M.S. in eduational psychology.
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This article provides tips on how to effectively advocate for your gifted child's educational needs.
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This article by Julia Osborn looks at who the gifted are, what the unique needs of these children are including appropriate education, satisfying friendships, and supportive parenting, and what parents and professionals can do to provide for those needs. The author encourages parents taking a major role in ensuring their children's needs are being met until there is a consensus about what the most productive environment for gifted children is.
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This article, by Jan Davidson and Laura Vanderkam, discusses the issues that New York State's public schools are facing when they don't challenge their brightest children. Typically, the gifted children leave the public schools to attend specialized schools that cater to their academic needs. What happens to public schools when these gifted children leave? How can these public schools keep these gifted children?
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In our advocacy work at the Davidson Institute, we have found that a group of parents working together to advocate for an appropriate education for their gifted children generally gets better results than one parent advocating alone. In an effort to help facilitate the building of more effective parent advocacy groups for gifted students throughout the country, this is the first of a series of interviews with persons who have helped form or have led advocacy groups.
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Parent and Advocates of Gifted Education (PAGE) is one of the nation's leading advocacy groups, which, for over 24 years, has been working alongside teachers, administrators, and the Springfield School Board to provide the appropriate educational programs for the wide range of gifted learners in the Springfield public schools. This article, which is an email conversation that took place in April of 2005 between Jan Davidson, co-founder and president of the Davidson Institute for Talent Development; Debbie Kring, founding and five time Presiden...
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This full text article is an op-ed column by the Davidson Institute for Talent Development. It highlights the tragedy in not challenging our gifted students appropriately in the school system. Educators are encouraged to identify their gifted students by providing a list of characteristics common to these students.
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