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43 of 44 people found the following review helpful:
5.0 out of 5 stars
Closing the learning gap within our children....., September 10, 2006
This review is from: Losing Our Minds: Gifted Children Left Behind (Paperback)
"We need to close the learning gaps that exist within each student - not focus on the composite gaps between groups." (p. 232) Although this book is primarily addressed to parents with an eye to helping them identify their child's level of giftedness, the unique challenges that comes with various levels of giftedness, and seeking out appropriate educational solutions; when they make me Queen of the Universe, I will decree that every single solitary teacher and administrator in every institutional school pass an examination on the contents of this book at least once every five years.
Written in three parts, the first part of this book covers identifying characteristics of giftedness, the process of discovering and measuring giftedness, and why the child's school is not likely to be helpful in this process. The reality is that most parents of gifted children, especially those whose children are profoundly gifted, will be entirely on their own with respect to ensuring that their children receive an appropriate level of academic and emotional support. An educated parent will obviously make better decisions and in an ideal world perhaps they could be blessed by forming a partnership with appropriately educated educational professionals that might help to close the learning gap that exists within so many gifted children. However, having completed a course on "different children" in the educational process that led to my own teaching credential, the 15 minutes spent that semester on giftedness issues does not instill much hope. While this book should be in the hands of all educational professionals, it is the parents of gifted children who must have this book (or one like it) as a means of appropriately directing the development of their special children.
In the second part, Dr. Ruf covers levels of giftedness, early indicators of giftedness, differences between levels, and gives extensive anecdotal evidence of each level of giftedness at multiple chronological age ranges. Parents and teachers and anyone else who works with children can use the extensive anecdotal observations about gifted students to get a feel for what gifted children in the various levels of giftedness are really like. A thorough reading and understanding of this section of the book could help equip those who are working with these children to differentiate between a precocious child and one that is very different to one that is truly outstanding. This reference can help someone who is not professionally trained in giftedness issues, bridge the gap between the real child and the child's IQ. The stories are heart-wrenching at times as parents tell about the problems faced getting their special children appropriate help, but mostly I suspect that those who have or have worked with gifted children will find themselves nodding their heads and laughing right out loud!
Educational options and school issues are the subject of the third part. What are these children like in school setting at various ages and different levels of giftedness? What are the common problems faced by these children both within themselves and in the matter of interaction with those entrusted with their education? How do you balance social needs with academic ones? What are the pro and cons of the various educational choices at the various stages of development and levels of giftedness. Obviously, with such a broad scope covering the needs of so many different groupings of children the assistance provided by this reference cannot be comprehensive. But armed with a better knowledge of what to expect, of what is "normal" in an abnormal child, parents and teachers can better advocate for appropriate educational choices and adaptations within those choices.
These children are precious gifts to the families and schools they are in and should become happy contented gifts to the rest of society as well. It's high time that more than just their parents thought so....and acted like it.
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36 of 39 people found the following review helpful:
4.0 out of 5 stars
A good book, but weighted down, October 26, 2005
This review is from: Losing Our Minds: Gifted Children Left Behind (Paperback)
"Losing Our Minds" by Dr. Deborah L. Ruf is a great introduction to the problems of parenting, educating, and nurturing the best and brightest of the society. Dr. Ruf does a great job at shooting down the most common myths about gifted children and their education, such as the idea that average children will "catch up" or that gifted children should be kept with their age-mates to develop social skills. The disaster of the modern middle school and the absurd nature of grouping children according to age are demonstrated adequately and consistently.
The book details the case histories of 78 gifted children. Although very descriptive and helpful for parents in classifying their children in one of 5 gifted categories, taken as a whole the case histories are overly long--138 pages (with occasional helpful, although minimal commentary). Basically, giving detailed stories from the lives of EVERY child she studied was very unnecessary on Dr. Ruf's part and makes the book lag.
Also unexplicable is Dr. Ruf's preference for ratio IQ tests. The psychological community almost unanimously recognizes the statistical inaccuracy and poor psychometric properties of ratio IQ tests (as opposed to modern deviation IQ tests). Although the old ratio IQ tests allow for more distinctions among the highly intelligent, that seems irrelevant because the differences between the higher levels of giftedness seems to be based upon their behaviors and not on brute intelligence.
However, this book is superb in its concise suggestions and explanations of potential education plans for gifted children. Parents are given 15 different possibilities and told the appropriate circumstances under which each could be implemented. Enrichment options and planning strategies are detailed very effectively and any parent would feel infinitely better prepared for their extraordinary child than they would have before reading this book.
Finally inspiring is the call to action in the last few pages of "Losing Our Minds." Dr. Ruf quickly reminds her readers of the multiple breakdowns at all levels of the public school system and calls for radical changes to improve the education of ALL children, especially the best and brightest ones. It's enough to make any adult want to run for the school board.
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11 of 11 people found the following review helpful:
5.0 out of 5 stars
A wonderful book by one of the few nationally known experts on the highly/profoundly gifted., October 29, 2006
This review is from: Losing Our Minds: Gifted Children Left Behind (Paperback)
A detailed look at how gifted kids are identified, and sometimes under identified, with a particular emphasis on those that measure in the highest levels of the gifted range.
Written in a conversational tone and full of interesting case studies... a pleasure to read.
Importantly, Dr. Ruf provides detailed and specific recommendations regarding educational options for gifted kids ... rather than offering a menu of possibilities, she gives parents explicit recommendations based on their child's individual cognitive and behavioral characteristics.
A valuable book... highly recommended!
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