I wonder how I can support a gifted student with social emotional needs, besides identification.  Are there specific strategies?

2. I learned that gifted children will accomplish a variety of things earlier than other children or will accomplish them at a higher level than their age peers will. 

?. How can we provide our teachers with a better understanding of assessing and testing gifted students, as well as, provide them with resources and tools to make this process more meaningful?

1. I learned that children of often being diagnosed with ADHD, autistic, depressive, or bipolar disorderswhen really they are gifted. Children start acting out and having multiple outburst, but not because of behavior, more so from boredom. They need higher-level thinking and more challenging activities. 

 

2. 
I learned that gifted students can often get off task easily, can be impatient, works better independently rather than with a group and is very hard on themselves. We need to be aware of all the traits of a gifted learner, that way we can support those learners to the best of our ability to challenge their thinking. 

 

Question:

How can we better support teachers and parents with resources to better understand what it means to be a gifted learner?

2 things I learned: 
1.  A student can be labeled gifted in one district and not gifted in another. 

2.  A gifted student’s brain is not more efficient, it is more divergent. 
 

Question:  How do you get gifted students to understand that just because they are labeled gifted does not mean they do not have to work for success? 

1.       I found it interesting that a child can be gifted in one district, but not gifted in another district based on assessments.

2.       Reason number 4 is “Giftedness is no guarantee. It’s potential, not promise.” This refers to how we think great things will come from the students labeled “gifted”. The term “gifted” refers to the student’s ability. We have to nourish children to help them grow to their full potential.

Questions:
Why isn’t there a standard assessment for all districts to use for identifying a child as gifted?

Why aren’t all states required to have a gifted program? (Not a question about the article. Just a wondering.)

2. I also learned gifted kids are at an increased likelihood of depression, anxiety and self harm and almost 20% drop out of school.

Question- What can we do to keep gifted kids engaged all the way to graduation, so that they don't drop out?

1.      "disadvantaged learners perform better on tasks that emphasize fluid over crystallized intelligence (Mills & Tissot, 1995), and spatial reasoning over verbal and mathematical (Naglieri, 1999)" 
Relevance: my son was adopted from foster care so I wonder if his own childhood trauma from that experience lends to any of this. After his tests, his spatial reasoning was his highest score. He knew his cardinal directions at 4 and has an uncanny capability to build things.

2.     "ability alone may be insufficient to predict success in gifted programs, let alone life endeavors. Non-intellectual factors like motivation, personality, persistence, and concentration impact greatly on creative productivity at particular stages of development but also over the lifespan." Often we see the high achiever and assume giftedness when really it is just hard work, whereas we see the underachiever as a behavior case and not understand they actual have a beautiful mind... (Yeah, I went there...) :-)

1 question you still have 

What can the school district offer to an ADHD, Autistic kid that shows superior intelligence on IQ test but has no stamina due to ADHD/Autism to perform at intellectual capability? Asking for a friend… :-)

Reason 1: It allows them to receive academic support and services. 
 

Reason 2: Saying you don’t want a child “labeled” is like saying you don’t want a child to have a hair color. 
-i know it's like "hair color" but some parents are still unwilling and they absolutely refuse. then what?
 

Reason 3: The kids didn’t choose the name. 
 

Reason 4: Giftedness is no guarantee. It’s potential; not promise. 
 

Reason 5: Gifted kids have social and emotional needs as well as cognitive needs. 
 

Reason 6: Gifted doesn’t just mean thinking better; it means thinking differently. 
 

Reason 7: Gifted kids deserve all of the information about themselves. 
 

Reason 8: It allows parents to get support, too. 

Question: does "gifted" follow a student through higher educations and why doesn't it follow you from school to school if it is all tested using  TPSP?