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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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This article by Camilla Benbow and Julian Stanley challenges the "extreme egalitarianism" and "dumbing-down" of American schools. The authors support a positive change, recommend emphasizing excellence for all, call for responsiveness to individual differences, and suggest basing educational policies on research findings in psychology and education. Educational policies have to take into account the vast range of individual differences among students.
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This article by Nancy Robinson is summed up in this abstract: "In the United States, numerous options exist for gifted students to engage in special programs and individualize their trajectories. At the secondary level, the options include advancing at a rapid rate through the high school years, entering college early and college credit for competence previously acquired. No other country in the world offers such a rich array of choices. Indeed, in contest with practices elsewhere, our system borders on the chaotic. Many of us tend to see this ...
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This article by Perry Zirkel discusses one high schooler's valedictorian status and why it was challenged. The girl had disabiltiy status but had the highest overall GPA. Other parents challenged her status and schooling arrangement and the girl's parents ended up filing a lawsuit against the school district.
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This article by Sandra Carlton discusses the importance of both parents and teachers in meeting the educational needs of their child. She suggests that building a positive, trusting relationship is essential. Open lines of communication, she believes, are essential to the many rapid adjustments that will need to be made to accomodate highly intelligent children.
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This article written by Ellen Winner a proffessor of Psychology at Boston University addresses some of the issues gifted children often face. This article supports acceleration and gifted students needs for advancement within schools. This article suggests raising standards in all classrooms, to raise achievement for all students not just the brightest.
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This article by Monique Lloyd explains "Many parents feel powerless when dealing with their public schools; this is especially true of parents with highly gifted children. I reached my end-point the day I realized I had a file drawer full of records of meetings, phone calls, and letters with school officials going back six years. For six years I'd tried to get school officials to understand that not challenging my children and others like them was hurting them. They hadn't listened. My children were still suffering."
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A commentary published by Education Week, April 13, 2005. "Gifted students are expected to drift along with the tide, garnering whatever they can from the educational experiences offered.
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