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Losing Our Minds: Gifted Children Left Behind

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"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.

"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.

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!

Losing Our Minds: Gifted Children Left Behind gives me the support and validation I desperately need as a parent advocating for the needs of my gifted child. Due to the myths about gifted children that permeate the educational community today, I am often labeled by schools as a pushy, unreasonable parent who is crazy instead of credible.

But this book turns my intuition into fact and my emotions into evidence. For example, I know it's out of the ordinary for my kindergartener to be reading chapter books, and I feel that appropriate reading instruction in school is essential. In Dr. Ruf`s extensive study of 78 gifted children, I can see real examples of other kids who do exactly what mine does, and in the results of the study, I find documented proof of just what these children need in school, how their needs can be met, and how damaging it is when those needs go unmet. I can even get a clear, objective idea about my child's specific level of giftedness (Dr. Ruf outlines 5 levels) and how it is manifested in each stage of my child's development. So, what I simply know and feel becomes documented truth supported by extensive research. This lends credibility and objectivity to my arguments - and it's easy to share with schools (just give them a copy of this book!).

The experiences of the families revealed in Dr. Ruf's anecdotes reassure me that I am not just the stereotypical pushy parent, and that my concerns are valid and important. I see my gifted child and my family everywhere in these stories. This offers me the kind of support that is not easily found in neighborhoods and at PTA meetings.

If you parent a gifted child, educate a gifted child, or think your child might be gifted, you should really read this book. It will answer your questions regarding your child's specific needs and arm you with documented research and support in your advocacy efforts.

Featuring fascinating and illustrative vignettes from fifty different families, Losing Our Minds: Gifted Children Left Behind by Deborah L. Ruf (educational consultant and the national coordinator for American Mensa's "Gifted Children Program"), is written specifically for parents and teachers who work with gifted children. With descriptions of behaviors associated with children who measure at the highest ranges of intelligence, Losing Our Minds features information about intelligence testing, early developmental milestones for gifted, family concerns arising from having a gifted child, choosing a school for the gifted child; "Five Levels of Gifted"; educational concerns and strategies for serving the gifted child. Too many of our gifted children are not being properly educated so as to assist them to make the most of what they are capable of in public and private school settings. Losing Our Minds should be mandatory reading for all school board members and educational system administrators, as well as classroom instructors with gifted children among their students, and parents of a gifted child seeking the very best for their talented offspring that a good education can provide.

This is a very helpful book in getting a feel for the levels of giftedness, as Ruf terms them. I think the criticism leveled against this book stems from a misunderstanding of its role - it is not meant as a definitive description of every single gifted child that ever lived, although the author does very reasonably try to draw some generalizations from her observations. If taken in the right perspective, the book provides very useful guidance in understanding the qualitative nature of the different levels of giftedness and helps parents have an idea of what they might possibly expect of their child in the future. If nothing else, I think anyone reading this book will definitely come away knowing more about gifted children in general and with a definite idea of whether their own child fits that sort of mould or not.

In her introduction, Dr. Ruf notes, "We are a democracy. We want everyone to have the opportunity to learn at an optimal level. Yet we are neglecting our brightest children." From her own perspective as a parent of gifted children, plus contributions by other parents, it is clear how true this is, and also how being a parent can be particularly challenging when a child is gifted.

Part of this challenge, as many comments in the book indicate, is that parents may themselves be gifted and, as Linda Silverman has commented elsewhere,"not be fully cognizant of their abilities." Gifted children can experience and exhibit a range of emotional aspects related to giftedness, as noted in the book - anger, hostility, condescension toward their teachers - and they need teachers "who can appreciate children, who know how and when to be flexible, and who have the confidence and wherewithal to respond in a mature manner," as Dr. Ruf writes.

The same can apply to parents, of course. Parenting gifted kids takes commitment and courage. This book can help parents and others to see the ways in which our society and schools fall short in meeting the needs of kids who have the greatest potential, if only it can be nurtured.

As the mother of a gifted child I have read many books to help me understand not only my child better but also his educational needs. THIS BOOK IS A MUST!!!! Dr. Deborah Ruf clearly outlines which schools are necessary for the different levels of giftedness and how to evaluate the schools. This book really gets to the heart of what every parent of a gifted child needs to know...how best to meet their child's educational needs. There is fascinating information concerning case histories of children and their behaviors and skills. This is an invaluable tool for a parent trying to see just how gifted their child is. Do yourself a favor and save your sanity by reading Dr. Ruf's book.

The most damaging misinformation about gifted children is that taking no action will cause no harm. Education administrators are too scared to risk placing bright kids in an environment that will challenge them and allow them to LEARN rather than waste 12 years in often paralyzing boredom. Losing Our Minds exposes the damaging effects of neglecting or even suppressing intelligence. THIS BOOK SHOULD BE REQUIRED READING FOR ADMINISTRATORS WHO MAKE CRITICAL DECISIONS ABOUT THESE KIDS' LIVES!

Dr. Ruf's book provides a glimpse into the lives of a group of young gifted children thru the eyes of their often amazed and sometimes bewildered parents. She details how and why the current system of public education under serves many gifted children, and outlines educational alternatives.

The first half of this book is a celebration of giftedness. Dr. Ruf presents parental observations of their children's growth and development - from birth thru the school years. These observations chronicle the awareness, intensity, and abilities of gifted children, especially from birth to age five. Dr. Ruf uses the parent comments to illustrate her findings on gifted behavior and development.

For parents of gifted children the first half of the book is a wonderful validation of what they have, themselves, witnessed in their children - the early attainment of developmental milestones, the precocious questions and observations - the everyday anecdotes that parents long to share with friends and family... but often don't feel comfortable sharing.

For those in educational professions, the first half of the book may help them understand that gifted children have always been different from their age mates - and to what extent. Teachers will recognize that the verbal skills, mathematical ability, and grasp of abstract concepts shown by these very young children are often years above the norm.

The second half of the book is devoted to the realities of the current educational system in relation to gifted education. Dr. Ruf explains why gifted children are routinely under-challenged in the typical school setting. She also describes the fundamental mismatch of goals between what a gifted child wants and expects from school and what schools are willing and able to provide.

Parents often recognize the disparity between what their child needs academically and socially... and what current educational philosophy deems "appropriate". Dr. Ruf outlines what various types of school settings can provide for gifted children, and describes educational alternatives that parents may choose to pursue if they decide to take control of their children's educational needs.