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Real, but I will create a more powerful declaration. When the educational institutions fall short to educate kids at their level and mother and father create up for this by afterschooling, the educational institutions, not the mother and father, are mainly accountable for the kids having less spare time.
Real, but I will create a more powerful declaration. When the educational institutions fall short to educate kids at their level and mother and father create up for this by afterschooling, the educational institutions, not the mother and father, are mainly accountable for the kids having less spare time.
I wonder if this is some sort of Eliza-bot that reposts into a thread using a word swap against an existing post. The new here post was suspiciously generic.
Real, but I will create a more powerful declaration. When the educational institutions fall short to educate kids at their level and mother and father create up for this by afterschooling, the educational institutions, not the mother and father, are mainly accountable for the kids having less spare time.
... may I add another unfortunate truth: the educational institutions, not the mother and father, mainly receive credit for the student's achievements. Some gifted programs consist of tracking what students do outside of school, not of providing an appropriate in-school experience.
It's a joke. No, seriously, you will be lucky if you end up with a self-motivated, high-achieving child out of anything other than a stand-alone gifted school. Most gifted students languish in the public schools, if they don't drop out. The public schools don't know the difference between high achievers and gifted students. Nor do they care. Sad, but true.
I was out of town for work as the last kind reply came in here. I hope to digest all these replies, along with replies received from some other online communities, into an outline of the state of popular understanding among parents and among school officials of current gifted education research.
Further replies would be delightful. Thanks.
"Students have no shortcomings, they have only peculiarities." Israel Gelfand
... may I add: the educational institutions, not the mother and father, mainly receive credit for the student's achievements: Some gifted programs consist of tracking what students do outside of school, not of providing an appropriate in-school experience.
... may I add: the educational institutions, not the mother and father, mainly receive credit for the student's achievements: Some gifted programs consist of tracking what students do outside of school, not of providing an appropriate in-school experience.
Unless they are one and the same.
Meaning the educational institution and the parents.
I think I have agreed with everything said on this thread, both truths and myths!
Not all gifted are alike! What you might think looks like gifted, may not be, and what you think looks like ADHD/ADD, OCD, ODD, ASD, etc. may actually be gifted.
Gifted children need and deserve to have their needs met in school, just the same as a child that is struggling at the other end of the bell curve. It shouldn't be completely up to the parents, and parents shouldn't be forced to homeschool to accomplish this either. (not saying everyone that homeschools is forced to do so - just wanted to clarify)
"No Child Left Behind" should have included stronger wording for gifted children. It should have explained no gifted child should be left behind to wallow in the mire.
Last edited by 1frugalmom; 09/04/1301:55 PM. Reason: clarification
What myths about gifted education are most influential in today's schools?
Have all of the myths mentioned by Webb in this youtube video been posted to this thread? He shows a slide at about 00:35 - 01:38 with a list of myths based on Terman, and discusses several (link- )... some of which relate to gifted kids who are academically misplaced.
