GIFTED GIFTED EDUCATIONEDUCATION

ANDAND THE GIFTED THE GIFTED

CHILDCHILD

Presented Presented

ByBy

Charles HesbackerCharles Hesbacker

Gifted Education

What is the Definition of Gifted Education

AndWhat are the characteristics of

Gifted Children?

What is Gifted Education?What is Gifted Education?

It is an education that requires changes in instructional It is an education that requires changes in instructional delivery, curriculum enhancement, enrichment and delivery, curriculum enhancement, enrichment and expansion of educational program, and social and expansion of educational program, and social and emotional support within the school settingemotional support within the school setting

The regular curriculum is adapted to the needs of the The regular curriculum is adapted to the needs of the advanced student by eliminating or modifying work to a advanced student by eliminating or modifying work to a level that matches the student’s ability, eliminating level that matches the student’s ability, eliminating busywork or repetition. busywork or repetition.

The federal gov. defines it as the education of children The federal gov. defines it as the education of children who have been identified as gifted or talented. who have been identified as gifted or talented.

The base curriculum is more appropriate and advanced. The base curriculum is more appropriate and advanced. It has challenging studies that does not create boredom. It has challenging studies that does not create boredom. Peer relationships are also factored in as an element.Peer relationships are also factored in as an element.

Characteristics of a Gifted ChildCharacteristics of a Gifted Child Gifted students may be so far ahead of their chronological age mates that Gifted students may be so far ahead of their chronological age mates that

they know more than half the curriculum before the school year begins! they know more than half the curriculum before the school year begins! Their boredom can result in low achievement and grades.Their boredom can result in low achievement and grades.

US Dept. of Education defines gifted as those identified by professional US Dept. of Education defines gifted as those identified by professional qualified persons who by virtue of outstanding abilities are capable of high qualified persons who by virtue of outstanding abilities are capable of high performanceperformance

They may equate achievement and grades with self-esteem and self-worthThey may equate achievement and grades with self-esteem and self-worth..

They have strong verbal skills, creativity, leadership or unusual They have strong verbal skills, creativity, leadership or unusual demonstration of potentialdemonstration of potential

Gifted children are problem solvers.Gifted children are problem solvers.

Their IQ is 130 or aboveTheir IQ is 130 or above

They possess strong intellectual processingThey possess strong intellectual processing

Classroom evidence of superior workClassroom evidence of superior work

The History of Gifted Education

In the early years, there was very In the early years, there was very little attention given to educating little attention given to educating the gifted.the gifted.

The Compulsory Education Act The Compulsory Education Act started the ball rolling.started the ball rolling.

Missouri began tracking in the Missouri began tracking in the 1870’s.1870’s.

From 1905 to 1908 the French From 1905 to 1908 the French psychologists Alfred Binet and psychologists Alfred Binet and Theodore Simon devised the Theodore Simon devised the Binet-Simon test to identify dull Binet-Simon test to identify dull children for the French children for the French governmentgovernment

Alfred Binet

(1857-1911)

History of Gifted EducationHistory of Gifted Education

Binet-Simon Binet-Simon →→ The IQ Test The IQ Test

History of Gifted EducationHistory of Gifted Education Stanford Revision of the Binet-Simon ScaleStanford Revision of the Binet-Simon Scale

In 1916, Stanford psychologist In 1916, Stanford psychologist Lewis Terman released the Lewis Terman released the "Stanford Revision of the Binet-"Stanford Revision of the Binet-Simon Scale" or the "Stanford-Simon Scale" or the "Stanford-Binet" Binet"

IQ = Mental age divided by the IQ = Mental age divided by the chronological age = intelligence chronological age = intelligence quotient quotient

Lewis Termin used this scale to Lewis Termin used this scale to follow 1500 gifted childrenfollow 1500 gifted children

The research lasted from the 1920’s The research lasted from the 1920’s to the 1950’sto the 1950’s

First Systematic Wide Sample of First Systematic Wide Sample of Gifted Children Gifted Children Lewis Madison Terman

(1877-1956)

History of Gifted EducationHistory of Gifted Education3 Kinds of Giftedness3 Kinds of Giftedness

Robert SternbergRobert Sternberg19851985

With the launching of the Sputnik With the launching of the Sputnik in 1957, people concluded that in 1957, people concluded that the American Educational System the American Educational System had a massive failure.had a massive failure.

Gifted Education became popular Gifted Education became popular againagain

Ability grouping in Math, Physics, Ability grouping in Math, Physics, Biology became the norm.Biology became the norm.

Robert Sternberg developed the Robert Sternberg developed the triarchic theory of human triarchic theory of human developmentdevelopment

There are 3 kinds of giftedness: There are 3 kinds of giftedness: analytic, creative, and practicalanalytic, creative, and practical

Conventional test only measured Conventional test only measured analytic.analytic.

Robert SternbergRobert Sternberg

Sternberg’s Triarchic TheorySternberg’s Triarchic Theory

Around 1985…Around 1985…

AnalyticAnalytic Academically problem solving skills assessed by Academically problem solving skills assessed by

traditional intelligence teststraditional intelligence tests CreativeCreative

The ability to use previously learned skills to solve The ability to use previously learned skills to solve new problems. The ability to adapt.new problems. The ability to adapt.

PracticalPractical The abilities to deal with everyday demands and The abilities to deal with everyday demands and

management skills.management skills.

History of Gifted EducationHistory of Gifted EducationMultiple IntelligencesMultiple Intelligences

The Theory of Multiple The Theory of Multiple Intelligences, Gardner Intelligences, Gardner proposed in 1983 in his book proposed in 1983 in his book “Frames of Mind”“Frames of Mind”

Suggests intelligence may be Suggests intelligence may be broadly conceived as multiple broadly conceived as multiple independent intelligences.independent intelligences.

8 Intelligences were 8 Intelligences were identified: linguistic, logical-identified: linguistic, logical-mathematical, spatial, mathematical, spatial, musical, bodily-kinesthetic, musical, bodily-kinesthetic, interpersonal, intrapersonal, interpersonal, intrapersonal, and emotional intelligence.and emotional intelligence.

MI theory in practice: MI theory in practice: Harvard’s Project Zero, Harvard’s Project Zero, Project Spectrum, and Project Spectrum, and Indianapolis’ KEY SchoolIndianapolis’ KEY School

Howard GardnerHoward Gardner

History of Gifted EducationHistory of Gifted Education8 kinds of intelligences8 kinds of intelligences

History of Gifted EducationHistory of Gifted Education “Three-Ring Conception of Giftedness” “Three-Ring Conception of Giftedness”

Dr. Joseph S. RenzulliDr. Joseph S. Renzulli Director of the National Research Center on the Director of the National Research Center on the

Gifted and Talented Gifted and Talented

Major Contributions - Three-ring model of Major Contributions - Three-ring model of giftedness promoted a broadened conception of giftedness promoted a broadened conception of giftedness. Schoolwide Enrichment Model has giftedness. Schoolwide Enrichment Model has become one of the most popular programs for become one of the most popular programs for developing children's talents.developing children's talents.

The first purpose of gifted education is to provide The first purpose of gifted education is to provide young people with maximum opportunities for self-young people with maximum opportunities for self-fulfillment fulfillment

The second purpose is to increase society's supply The second purpose is to increase society's supply of persons who will help to solve the problems of of persons who will help to solve the problems of contemporary civilization by becoming producers contemporary civilization by becoming producers of knowledge.of knowledge.

Renzulli's Renzulli's “Three-Ring Conception of “Three-Ring Conception of

Giftedness”Giftedness” Above Average AbilitiesAbove Average Abilities - a difference between - a difference between

general abilities (like processing information, general abilities (like processing information, integrating experiences, and abstract thinking) and integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire specific abilities (like the capacity to acquire knowledge, perform in an activity). knowledge, perform in an activity).

CreativityCreativity - originality of thought, an openness to - originality of thought, an openness to experience, sensitivity to stimulations, and a experience, sensitivity to stimulations, and a willingness to take risks.willingness to take risks.

Task commitmentTask commitment - - motivation turned into motivation turned into action (perseverance, endurance, hard work, action (perseverance, endurance, hard work, self-confidence, perceptiveness, and self-confidence, perceptiveness, and fascination with a special subject.fascination with a special subject.

Only if characteristics from all three rings Only if characteristics from all three rings work togetherwork together can high achievement or can high achievement or gifted behavior be witnessed.gifted behavior be witnessed.

History of Gifted EducationHistory of Gifted Education

Nature versus NurtureNature versus Nurture Nature = child inherits intellectNature = child inherits intellect Nurture = child’s intellect is Nurture = child’s intellect is

influenced by environmentinfluenced by environment Are children raised in a less nurturing Are children raised in a less nurturing

environment?environment? Poor gifted children are under Poor gifted children are under

identified and underservedidentified and underserved

How do we educateHow do we educateGifted Children?Gifted Children?

Self-contained classrooms – classroom Self-contained classrooms – classroom designed for the intellectually blesseddesigned for the intellectually blessed

Pullout classrooms – students leave for Pullout classrooms – students leave for specialized instructionspecialized instruction

Cross-grade groupingCross-grade grouping Special private schools – psychologist feel Special private schools – psychologist feel

interaction with other gifted children interaction with other gifted children promotes further intellectual growthpromotes further intellectual growth

Resource room – used for enrichmentResource room – used for enrichment Home schoolingHome schooling Cyber SchoolCyber School College – criteria is stringentCollege – criteria is stringent

The Profoundly Gifted The Profoundly Gifted InstituteInstitute

((private institute for the gifted)private institute for the gifted)

www.HighlyGifted.orgwww.HighlyGifted.org

Special needs for gifted childrenSpecial needs for gifted children Must be 5 years ahead of age levelMust be 5 years ahead of age level breaking the cycle of education breaking the cycle of education

based on agebased on age students from all over the worldstudents from all over the world

Definitions→

History→

Law

Gifted Education Acts

Gifted and Talented Children’s Education Act of 1978

Jacob K. Javits Gifted and Talented Students Education Act of 1988

Jacob K. Javits Gifted and Talented Students Education Act of 1994

Jacob K. Javits Gifted and Talented Students Education Act of 2001

Jacob K. Javits Gifted and Talented Educational Program

Purpose : Research, projects, and training of schools to identify and meet needs of the gifted

Fiscal Year Appropriation

1989 $7,904,000

1990 9,888,000

1991 9,732,000

1992 9,732,000

1993 9,607,000

1994 9,607,000

Jacob Javits and the Javits Center

US Senator 1957-1981 Went to school with JFK and

Nixon Graduate of NY School of

Law The Javit’s Center in NY Built in recognition of Javits

Jacob Javits 1904-1986

Jacob J. Javits Gifted and Talented Students Education Program

April 21, 2008 Department of Education Purpose: finances research, projects,

and training to enhance nationwide effort to meet special education needs of gifted and talented students

Jacob J. Javits Gifted and Talented Students Education Program

Pursuant to Elementary and Secondary Education Act of 1965

Amended by No Child Left Behind For the purpose of fully developing the

capabilities of gifted students Assist schools in identification and

provision of services Includes economically disadvantaged,

disabled, and limited English speaking children.

Gifted Education and the Law

Gifted students have limited protection under the law unlike the disabled

Presently, one law gives protection – The Jacob K. Javits Law

In BOE v. Rowley 1982, the schools do not have to guarantee an education that achieves maximum potential.

Leading Issues in Gifted Education

Eligibility Under-representation FAPE a matter of state statutes,

regulations, court decisions, and public hearings

The main issue is ”FUNDING”

BOE of City School District v. Tom F. ex rel. Gilbert F. 2007

The Supreme Court ruled 4-4 Father wanted reimbursement for sons

education Son was offered admission to Lower

Laboratory School for Gifted Ed but was placed in a small private school

US Court of Appeals granted reimbursement originally

If a parent refuses agency provided FAPE and enrolls the child in a private school, should the state be obligated to pay for the education?

Case of Levi Case of Levi ClancyClancy

Born 1990 and began college at 7Born 1990 and began college at 7 In 2000, he passed the California HS Proficiency Exam at In 2000, he passed the California HS Proficiency Exam at

age 9 age 9 began premed at UCLA in January 2004began premed at UCLA in January 2004 single mother working in educationsingle mother working in education compulsory attendance until 16 years of age compulsory attendance until 16 years of age Richard D. Ackerman states, "The one size fits all Richard D. Ackerman states, "The one size fits all

approach to education is failing thousands of childrenapproach to education is failing thousands of children

Filed complaint 2004 against CDE Clancy can’t attend a normal school The schools are ill-equipped and would do

more harm Is Clancy entitled to a university level

education? The court agreed that it was ok to send

Clancy to college but that the state was not obligated to pay the tuition.

Case of Levi ClancyCase of Levi Clancy

Gifted Education Gifted Education

What is gifted education and who are What is gifted education and who are gifted childrengifted children

Binet, Terman, Sternberg, Gardner, Binet, Terman, Sternberg, Gardner, RenzulliRenzulli

Nature v. NurtureNature v. Nurture How do we educate the giftedHow do we educate the gifted The Profoundly Gifted InstituteThe Profoundly Gifted Institute

Gifted Education

The Law The Gifted and Talented Education Acts

and Programs Jacob Javits Gifted and Talented Students

Education Act Gifted Education and the Law Funding is the Main Issue Board of Education v. Tom F. Case of Levi Clancy

Final Word

The purpose of GIFTED The purpose of GIFTED EDUCATION is “to increase EDUCATION is “to increase society's supply of persons who society's supply of persons who will help to solve the problems of will help to solve the problems of contemporary civilization by contemporary civilization by becoming producers of becoming producers of knowledge.” Dr. Joseph S. knowledge.” Dr. Joseph S. RenzulliRenzulli