GIFTED EDUCATION AND THE GIFTED CHILD PresentedBy Charles Hesbacker

Gifted Education What is the Definition of Gifted Education And What are the characteristics of Gifted Children?

What is Gifted Education? It is an education that requires changes in instructional delivery, curriculum enhancement, enrichment and expansion of educational program, and social and emotional support within the school setting It is an education that requires changes in instructional delivery, curriculum enhancement, enrichment and expansion of educational program, and social and emotional support within the school setting The regular curriculum is adapted to the needs of the advanced student by eliminating or modifying work to a level that matches the student’s ability, eliminating busywork or repetition. The regular curriculum is adapted to the needs of the advanced student by eliminating or modifying work to a level that matches the student’s ability, eliminating busywork or repetition. The federal gov. defines it as the education of children who have been identified as gifted or talented. The federal gov. defines it as the education of children who have been identified as gifted or talented.educationchildrengiftedtalentededucationchildrengiftedtalented The base curriculum is more appropriate and advanced. It has challenging studies that does not create boredom. Peer relationships are also factored in as an element. The base curriculum is more appropriate and advanced. It has challenging studies that does not create boredom. Peer relationships are also factored in as an element.

Characteristics of a Gifted Child 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! Their boredom can result in low achievement and grades. 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! Their boredom can result in low achievement and grades. US Dept. of Education defines gifted as those identified by professional qualified persons who by virtue of outstanding abilities are capable of high performance US Dept. of Education defines gifted as those identified by professional qualified persons who by virtue of outstanding abilities are capable of high performance They may equate achievement and grades with self-esteem and self-worth. They may equate achievement and grades with self-esteem and self-worth. They have strong verbal skills, creativity, leadership or unusual demonstration of potential They have strong verbal skills, creativity, leadership or unusual demonstration of potential Gifted children are problem solvers. Gifted children are problem solvers. Their IQ is 130 or above Their IQ is 130 or above They possess strong intellectual processing They possess strong intellectual processing Classroom evidence of superior work Classroom evidence of superior work

The History of Gifted Education

In the early years, there was very little attention given to educating the gifted. In the early years, there was very little attention given to educating the gifted. The Compulsory Education Act started the ball rolling. The Compulsory Education Act started the ball rolling. Missouri began tracking in the 1870’s. Missouri began tracking in the 1870’s. From 1905 to 1908 the French psychologists Alfred Binet and Theodore Simon devised the Binet-Simon test to identify dull children for the French government From 1905 to 1908 the French psychologists Alfred Binet and Theodore Simon devised the Binet-Simon test to identify dull children for the French government Alfred Binet ( ) History of Gifted Education Binet-Simon → The IQ Test

History of Gifted Education Stanford Revision of the Binet-Simon Scale In 1916, Stanford psychologist Lewis Terman released the "Stanford Revision of the Binet- Simon Scale" or the "Stanford- Binet" In 1916, Stanford psychologist Lewis Terman released the "Stanford Revision of the Binet- Simon Scale" or the "Stanford- Binet"1916Stanford Lewis Terman1916Stanford Lewis Terman IQ = Mental age divided by the chronological age = intelligence quotient IQ = Mental age divided by the chronological age = intelligence quotient Lewis Termin used this scale to follow 1500 gifted children Lewis Termin used this scale to follow 1500 gifted children The research lasted from the 1920’s to the 1950’s The research lasted from the 1920’s to the 1950’s First Systematic Wide Sample of Gifted Children First Systematic Wide Sample of Gifted Children Lewis Madison Terman ( )

History of Gifted Education 3 Kinds of Giftedness Robert Sternberg 1985 With the launching of the Sputnik in 1957, people concluded that the American Educational System had a massive failure. With the launching of the Sputnik in 1957, people concluded that the American Educational System had a massive failure. Gifted Education became popular again Gifted Education became popular again Ability grouping in Math, Physics, Biology became the norm. Ability grouping in Math, Physics, Biology became the norm. Robert Sternberg developed the triarchic theory of human development Robert Sternberg developed the triarchic theory of human development There are 3 kinds of giftedness: analytic, creative, and practical There are 3 kinds of giftedness: analytic, creative, and practical Conventional test only measured analytic. Conventional test only measured analytic. Robert Sternberg

Sternberg’s Triarchic Theory Around 1985… Analytic Analytic Academically problem solving skills assessed by traditional intelligence tests Academically problem solving skills assessed by traditional intelligence tests Creative Creative The ability to use previously learned skills to solve new problems. The ability to adapt. The ability to use previously learned skills to solve new problems. The ability to adapt. Practical Practical The abilities to deal with everyday demands and management skills. The abilities to deal with everyday demands and management skills.

History of Gifted Education Multiple Intelligences The Theory of Multiple Intelligences, Gardner proposed in 1983 in his book “Frames of Mind” The Theory of Multiple Intelligences, Gardner proposed in 1983 in his book “Frames of Mind” Suggests intelligence may be broadly conceived as multiple independent intelligences. Suggests intelligence may be broadly conceived as multiple independent intelligences. 8 Intelligences were identified: linguistic, logical- mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and emotional intelligence. 8 Intelligences were identified: linguistic, logical- mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and emotional intelligence. MI theory in practice: Harvard’s Project Zero, Project Spectrum, and Indianapolis’ KEY School MI theory in practice: Harvard’s Project Zero, Project Spectrum, and Indianapolis’ KEY School Howard Gardner

History of Gifted Education 8 kinds of intelligences

History of Gifted Education “Three-Ring Conception of Giftedness” Dr. Joseph S. Renzulli Director of the National Research Center on the Gifted and Talented Director of the National Research Center on the Gifted and Talented Major Contributions - Three-ring model of giftedness promoted a broadened conception of giftedness. Schoolwide Enrichment Model has become one of the most popular programs for developing children's talents. Major Contributions - Three-ring model of giftedness promoted a broadened conception of giftedness. Schoolwide Enrichment Model has become one of the most popular programs for developing children's talents. The first purpose of gifted education is to provide young people with maximum opportunities for self- fulfillment The first purpose of gifted education is to provide young people with maximum opportunities for self- fulfillment The second purpose is to increase society's supply of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge. The second purpose is to increase society's supply of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge.

Renzulli's “Three-Ring Conception of Giftedness” Above Average Abilities - a difference between general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an activity). Above Average Abilities - a difference between general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an activity). Creativity - originality of thought, an openness to experience, sensitivity to stimulations, and a willingness to take risks. Creativity - originality of thought, an openness to experience, sensitivity to stimulations, and a willingness to take risks. Task commitment - motivation turned into action (perseverance, endurance, hard work, self-confidence, perceptiveness, and fascination with a special subject. Task commitment - motivation turned into action (perseverance, endurance, hard work, self-confidence, perceptiveness, and fascination with a special subject. Only if characteristics from all three rings work together can high achievement or gifted behavior be witnessed. Only if characteristics from all three rings work together can high achievement or gifted behavior be witnessed.

History of Gifted Education Nature versus Nurture Nature = child inherits intellect Nature = child inherits intellect Nurture = child’s intellect is influenced by environment Nurture = child’s intellect is influenced by environment Are children raised in a less nurturing environment? Are children raised in a less nurturing environment? Poor gifted children are under identified and underserved Poor gifted children are under identified and underserved

How do we educate Gifted Children? Self-contained classrooms – classroom designed for the intellectually blessed Self-contained classrooms – classroom designed for the intellectually blessed Pullout classrooms – students leave for specialized instruction Pullout classrooms – students leave for specialized instruction Cross-grade grouping Cross-grade grouping Special private schools – psychologist feel interaction with other gifted children promotes further intellectual growth Special private schools – psychologist feel interaction with other gifted children promotes further intellectual growth Resource room – used for enrichment Resource room – used for enrichment Home schooling Home schooling Cyber School Cyber School College – criteria is stringent College – criteria is stringent

The Profoundly Gifted Institute ( private institute for the gifted) Special needs for gifted children Special needs for gifted children Must be 5 years ahead of age level Must be 5 years ahead of age level breaking the cycle of education based on age breaking the cycle of education based on age students from all over the world students 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, ,888, ,732, ,732, ,607, ,607,000

Jacob Javits and the Javits Center US Senator 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

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 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 Clancy Born 1990 and began college at 7 Born 1990 and began college at 7 In 2000, he passed the California HS Proficiency Exam at age 9 In 2000, he passed the California HS Proficiency Exam at age 9 began premed at UCLA in January 2004 began premed at UCLA in January 2004 single mother working in education single 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 approach to education is failing thousands of children Richard D. Ackerman states, "The one size fits all approach 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 Clancy

Gifted Education What is gifted education and who are gifted children What is gifted education and who are gifted children Binet, Terman, Sternberg, Gardner, Renzulli Binet, Terman, Sternberg, Gardner, Renzulli Nature v. Nurture Nature v. Nurture How do we educate the gifted How do we educate the gifted The Profoundly Gifted Institute The 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 EDUCATION is “to increase society's supply of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge.” Dr. Joseph S. Renzulli The purpose of GIFTED EDUCATION is “to increase society's supply of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge.” Dr. Joseph S. Renzulli