From the Publisher
Contains hundreds of practical examples for identifying and teaching young gifted children -- particularly in reading, mathematics and science.
Provides extensive examples for teaching young gifted children in a multiple intelligences framework.
An outstanding resource for homeschooling gifted children.
Presents details on a specific method for teaching the gifted in the regular classroom - PACE.
The last chapter includes the names, addresses, and Web Site codes for extensive gifted education resources.
Excerpt. © Reprinted by permission. All rights reserved.
Juan's parents, neither of whom had gone to college, were really surprised when Juan won a prize in a local science compettion at age 13. Althought Juan's verbal abilities were just slightly above average for his grade, his mathematics scores and non-verbal interlligence scores were very high. When asked how he had come to know the science and mathematics not covered in school, Juan said an uncle had given him a subscription to Scientific American a few years before and he read them from cover to cover. Li was Precious Right from the Start
As a baby Li did everything ahead of schedule. She was verbally fluent in both English and Cantonese. Her mother described her as a sponge that remembered every story, song, or television jingle she ever heard. Li started Kindergarten at age four. She later skipped the eighth grade and spent most of her senior year of high school attending classes at college.
Do all parents think their child is bright? Is it really true? Do all children have the potential for greatness? Do some parents actually overlook the signs of special talents in their child? What exactly is the difference between having an alert, adorable, beloved child and having one that is truly gifted in some more "official-school sense?" How do schools decide a child is gifted? What role do teachers play in identifying and nurturing gifted children in their classes?
In this chapter we will try to answer these questions and give some concrete suggestions for assessing your child's special talents and what that might mean in terms of their unique educational needs. In addition, we will give examples of how different schools, school systems, and State Boards of Education have answered these questions. (As in each chapter we will refer you to Chapter Five where we have included a list of resources that includes books,organizations, and Internet resources that will provide more detailed discussions of specific points.) Let's begin by looking at a range of experiences some families have with regards to identification of giftedness or special talents.