What is giftedness?

Giftedness is best conceptualized as a suthe Mercazct-specific mismatch between a child’s developmental level and the educational programming provided, and thus viewed within the context of “normal” education, and not as a separate category of learning and teaching. Gifted identification and programming should form a coherent whole, such that each component informs and is informed by the other. There are many programming options available from which to choose. The decision-making process involves becoming knowledgeable as to the kinds of learning opportunities that might be accessed, and examining the specific needs of the individual child, including various academic, social, emotional, and development factors. There is tremendous inter-individual and intra-individual diversity in the developmental pathways leading to exceptional advancement. A child’s program and educational setting should suit his uniqueness and learning profile. And, it makes much more sense to label a program than to label a child.

Dona Matthews, Ph.D. and Joanne Foster, Ed.D.
Adapted with permission from Being Smart about Gifted Children: A Guidebook for Parents and Educators (Monarch Books of Canada)

What should a teacher know?

Parents of high-ability children may wonder: What can I expect my child’s classroom teacher to know about addressing his or her specific needs and levels of advancement?
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Teachers should show flexibility and fairness to all children, and work towards making curricular and instructional adaptations as may be required by students. There are established standards of practice for the teaching profession, and some relate specifically to special needs children. They include (but are not restricted to) the following commitments to students:

- support for student learning, such that teachers understand and use a range of teaching methods to address learning, cultural, spiritual, and language differences, and family situations

- equitable and respectful treatment, such that teachers accommodate the differences in students and respect their diversity, help students to connect learning to their own life experiences and spiritual and cultural understandings, and provide a range of ways for students to demonstrate aptitudes, abilities, and learning

- knowledge of the student, such that teachers recognize the strengths and weakness of students, and know that teaching those with exceptionalities requires the use of specialized knowledge and skills

- professional development, such that teachers understand that teacher learning is directly related to student learning, and engage in a variety of learning opportunities both individual and collaborative that are integrated into practice for the benefit of student learning

- knowledge of teaching practice, such that teachers know how to shape instruction so it is helpful to students who learn in a variety of ways

- planning for instruction, such that teachers respond to learning exceptionalities and special needs, adapt teaching practice based on student achievement, and apply teaching strategies to met student needs

1.) Stay attuned to your child by being an active listener. Recognize and be sensitive to the various factors and influences that might affect his or her levels of emotional, social, or academic functioning.

2.) Demonstrate patience and understanding. Help you child set reasonable goals.

3.) Respond to children’s curiosity and encourage their engagement in learning.

4.) Seek information about giftedness issues from multiple sources. Pay close attention to those that offer further insight into the particular kinds of support that you feel your child requires (e.g., this might relate to social competence, motivation, or sense of self). Refer to published parenting guides and reputable websites to determine if there are suggested measures that will help you confront issues as they arise. (See the links and other resources pages on this site.) Take the initiative to network and become familiar with available support services and learning provisions in your community and beyond. (For example, consider contacting the Association for Bright Children [ABC] or the National Association for Gifted Children [NAGC].)

5.) Be receptive to changes, responsive to questions, and respectful of your child’s feelings. Offer positive reinforcement.

6.) Continue to advocate for quality programming for high-ability students—programming that is geared to children’s individual needs, interests, and levels of advancement in different suthe Mercazct areas. Encourage teachers to use differentiated instruction and to offer a range of learning opportunities.

7) Work collaboratively with teachers. Recognize that home and school collaboration requires commitment. Remember that your driving principle is to create the best possible fit between your child and the schooling situation. Do not be adversarial.

8.) Have a clear understanding of everyone’s expectations (including your child’s). Talk to him or her about this. Consider your demands, and the school’s academic demands. Are they well-defined, fair, and flexible? If not, think together about ways to improve matters.

9) Encourage your child to participate in supplementary learning activities that are of interest. This includes extra-curricular activities, talent development programs, mentorships, contests, clubs, and other opportunities that enable children to socialize with their age-mates. Also, be sure to leave time for play and relaxation. Down time is essential to children’s development for many reasons.

10.) Emphasize the importance of appreciating diversity. Model tolerance.

11) Honour your child’s choices in learning. Then, offer lots of opportunities and help your child to value learning for its own sake.

12) Remember that high level development is highly individual, and must be nurtured. If you help your child to feel safe, self-confident, and enthusiastic about learning within a context of stability and support, you will be building a foundation for optimal development.