Special education students grow by integrating into regular program The North Platte Telegraph, Gifted minorities often shortchanged at public schools Philadelphia Tribune, Unlocking the hidden powers of a daydreamer Houston Chronicle, Successful promotion of giftedness as early as elementary school age Phys. Mosaic: Eden Prairie Schools program for the highly gifted marks 5 years of growth Sun Current, Highly motivated kids have a greater advantage in life than kids with a high IQ Quartz, Learning and education lean forward District Administration, How being poor and gifted is like skiing in Trinidad — and why that matters in NC Charlotte Observer, In Pinellas, a push to find where the gifted kids are Tampa Bay Times, Out site of gifted kids conference Ottawa Herald, Find gifted students where you have not looked before, state tells schools Seattle Times, Try uptown Charlotte Charlotte Observer, Hall County educator begins work as president of national association Gainesville Times, Do you have a gifted child on your hands?
State law aimed at helping gifted, talented students News Times, Greenwich positioned to be a real leader in gifted education Greenwich Time, New Connecticut law calls for developing best practices for education of gifted students New Haven Register, Law puts new emphasis on gifted education in Connecticut CT Post, The 74, Paste Magazine, Gifted programs across Washington leave out black and Latino students — but Federal Way is one model for change Seattle Times, Denver Public Schools is identifying more students of color as highly gifted, but big disparities remain Chalkbeat, Gifted and talented center at Wheat Ridge High School on chopping block as part of Jeffco budget cuts Chalkbeat, Cobb teacher snags new award for at-risk gifted kids Atlanta Journal Constitution, We can't let any gifted kids slip through the cracks Orlando Sentinel, Why so many Black, Hispanic and poor kids miss out on gifted education Washington Post, Matching resources to rhetoric on gifted schools , St.
Louis Post-Dispatch, Don't let Arizona's gifted children fall through the cracks The Arizona Republic, You also need to pass an assessment and an interview. The program made a big difference for Grey, both academically and socially, says Jeffs, his mother. Jeffs described MACC students as unconventional compared to their peers in regular classes, marching to the beat of their own drum. She recalled one student who did every single project during his three years in the MACC program on a different aspect of airplanes.
Another student chose to focus on mass murder, doing projects on the history of mob vigilante violence and the Holocaust. Grey, a fan of the absurd, did a person of interest project on Groucho Marx. Wei Lin, an entrepreneur working in a digital commerce startup, spent a year in the MACC program when he was in Grade 5 a few decades ago. But the experience stuck with him when he was back in mainstream classes.
It always comes back to that. Especially with their high levels of anxiety. Almost every parent believes their child is gifted. Like other special needs categories in B.
Parents can request an assessment for their child, but in most districts, including Vancouver, in-school testing is typically done when recommended by a teacher. Waitlists can be years long for in-school testing, however. Depending on who you ask, anywhere from one to six per cent of the student population is considered gifted.
Space is limited, but also not every gifted student wants to be in the program. Roy, a Grade 9 student in the Coquitlam district, participated in Challenge Centres from Grade 3 onwards. Roy was accepted into the MACC program for middle school. This kind of elitist idea was very off-putting. Jason Ellis, an associate professor in the department of educational studies at the University of British Columbia, researched the history of Canadian gifted education programs dating from the late 19th to midth centuries.
Jones graduated high school in June and recently began his first semester at the Ontario College of Art and Design. He found greater success in the MACC than his mainstream classroom, he said, because learning was customized to his abilities and interests. Dates, format and who will be involved have yet to be determined.
In , the Toronto District School Board broke down its student data by race, gender, class and parental education level.
It found students in secondary gifted programs were nearly 65 per cent male and over 90 per cent white or of East or South Asian descent. Fewer than one per cent of students were Indigenous, only three per cent were Black, and students largely came from English-speaking homes with university-educated parents.
Summers says in her district she sees more boys designated as gifted than girls, and she encourages teachers to assess girls, Indigenous students and others who may be overlooked. The entry assessment and interview for the MACC program could also favour students who perform well on tests or in interviews, which is why the Vancouver District Parent Advisory Council supports including gifted students in mainstream classrooms instead of MACC.
Its president Sarah Brooks outlined the benefits in an email: an expanded social group; higher academic expectations for all students; more diversity and acceptance of differences; increased motivation for students; and a greater sense of inclusion and belonging in the school. Inadequate support for students with special needs in B.
Which is why Brooks says adequately funded supports are key to inclusive classroom success, including co-teaching opportunities for specialist and classroom teachers, along with moving away from the traditional lecture-based teaching and towards the self-directed learning touted in the B.
Similar to physical growth, some students excel early while others are late bloomers. Which is why he champions the gifted program in Montgomery, Maryland , where all students are screened for giftedness in Grade 2 and can be re-screened up to Grade 7. He had significant strengths but also weaknesses accessing and using those strengths. The gifted program, which falls under the special-education umbrella, was helpful for my son because it allowed for accommodation. It offered more flexibility to meet his needs, giving him the option to delve deeper into subjects while allowing for his learning style.
He found like-minded peers. Spend time in any gifted classroom, and you can quickly see that these are kids with differences. Children with high IQs, contrary to popular belief, often have strong deficiencies in other areas, such as social maturity, and many have diagnosed learning disabilities. Meanwhile, we kept our daughter in the regular stream because she was thriving there.
Schools should do what they can to minimize these challenges for students and try to compensate for them. It makes no sense to dismantle a successful program that undeniably helps children thrive. Equity should be about lifting up all boats. The goal should be to replicate programs that work, and to create and expand other specialty programs. If equity is a problem in that gifted programs are not currently offered in every school or every school district, which is contrary to what the BC Special Education Policy Manual states is required, then we ask the Ministry of Education and the School Boards in the Province to work together to make these classes available province wide, giving all students in need of a more challenging education the opportunity to apply for them.
As we have confirmed above, gifted students are special needs students. To not tailor programming to their needs is, in fact, discrimination against them as well as being in contradiction with the specific requirements of the BC Special Education Policy Manual.
In addition, cancelling programs is likely to widen the gap between low-income families and those who have the means for enrichment activities. It also negatively impacts the students in those higher income families who choose to stay with schools for community and friendships.
We know from extensive previous experience that gifted children frequently do not get their educational needs met in the regular classroom.
The new curriculum can theoretically be used to accommodate all students with designations, but without preparing and supporting teachers in this endeavour, it is hard for us to see how they can succeed with this daunting expectation.
Support needs to come in the form of specific training in the special needs of gifted students, manageable class sizes, and more educational assistants trained in supporting gifted students. We therefore highlight the need for a clearly defined and robust training model for classroom teachers in how to deliver accommodations for ALL special needs students, as well as for all school boards to meet the standard set in the BC Special Education Policy Manual to offer programming specifically tailored to the special needs of gifted learners.
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