Exactly, Bostonian and 22B.
Synthesis of those ideas brings me to this tip:
* don't view acceleration, differentiation, or enrichment as "or" items-- but as "and/or" ones. Different children may need radically different strategies, and even the same child might need a different mixture of those things for different subjects, or for different points along their developmental arc.
I also thought of another one:
* Because gifted children are not "like children ___ years older" than themselves, nor are they like children their own ages, they are following an idiosyncratic arc of development-- NO single strategy is likely to work perfectly-- or, in some instances, for long-- but sometimes the goal is to improve the child's circumstances, not to "perfect" them.
