These are lousy times to be young and gifted in America. Many gifted programs are being gutted, trimmed or eliminated from the public schools. The equality push has led many districts to manstream their smartest children, returning them to regular classes. The theory was that teachers would tailor lessons to each child's needs and the brightest would act as intellectual sparks for the others. Experts say that hasn't happened. "The rhetoric is there, but as a culture, we've decided to help the middle and the bottom at the expense of the brightest minds", laments Phyllis Aldridge. A 3-year study showed that when gifted children were midex into regular classrooms, teachers made few efforts to challenge them. Gifted kids are at risk! Educators are making a special effort to identify talented children from poor homes, the group least seen in gifted programs. [Newsweek, June 28, 1993] --------------------------------------------------- [From CompuServe.] Dear J., I'm just a parent myself, so I don't know how much help I can be. Perhaps someone else will jump in and give you a better reply. Does your daughter's school not test? It's been my experience that girls who are gifted are often not identified as readily as boys because their socialization skills are so much better. In other words, gifted boys call attention to themselves because they are behaviour problems while gifted girls stick to more socially acceptable behaviour. Sometimes it is better to wait until the teacher takes the initiative to suggest testing, after all, every parent believes that their child is gifted, so asking for tests to be done will often get the teacher's back up and you'll be no further ahead. Is your daughter extremely bored in school? Is there a particular reason that you want her tested? Keep in mind that sometimes being tested can put undue pressure on kids. If you know she's very bright, why not encourage her interests at home, and bide your time regarding testing, hoping and praying that the teacher will take the initiative? Let me give you an example of how wrong things can go when the parent is too pushy. I suggested testing for my son when he was in kindergarten. Without my knowledge (or consent) N. was tested and identified as "severely gifted" whatever the heck that is supposed to mean. His kindergarten teacher had been violently opposed to him being tested at all and disputed that he was gifted (she also denied that he could read, even though he'd been reading since he was 2! I suggested she pick up any book in the library, open it at any page and ask him to read it. She refused.) Somehow, the fact that he was tested, and the test itself, became "lost". Since I was never informed that it had been done, I had no idea it had been lost. A year later, my son's grade 1 report card said such things like "he can now count to ten" and "he enjoys looking at books". I immediately made an appointment to speak to the principal. I saw no point in arguing. I simply brought some things that Neil had been doing at home (including a chart of prime numbers he'd done by himself in his room - no mistakes) and asked the principal if he could explain the vast difference between the school report and what Neil was doing at home. He pulled my son's file while I waited in his office, and came back with a very bright red face. The top sheet of the testing form had been put in his file, but the rest was missing. He gave me no explanation as to what happened. When September rolled around, I called the enrichment centre personally (fortunately I knew the principal, we'd compiled a directory together of "role models for girls") and told her what happened. She told me that she would look after it for me, and within a week my son was re-tested, again with flying colours, and was immediately placed in the regular mode enrichment program. Since that time I've made a point of holding back comments, waiting for the teachers to tell me what my son is capable of doing instead of the other way around. Now, thank goodness, things are going smoothly. Best of luck with your daughter, and I hope your experiences are better than mine! His kindergarten teacher was one of those types who compares all her students to her own child, a daughter several years older than my son. M. -------------------------------------------------- It has recently been brought to my attention that the local school system is in the process of "modifying" its middle school gifted program. Currently the students have one day of class per week. The middle school program is currently quite well put together due to the efforts of the teachers working with it, despite the efforts of supervisory staff at the system level. Unfortunately the same cannot be said for the elementary and high school level programs. Since this entire "modification plan" is being done very secretively, I have not yet been able to determine to what extent the other level programs will be affected, it at all. The system supervisory staff at all hierarchical levels has presented the appearance of being opposed to having a gifted program of any form. Those same individuals have consistently given people the impression that they would prefer to spend their time finding ways to keep from having to test students for placement rather than in identifying students for placement in the program. The "modification" is that the middle school program will be done away with in its present form and replaced by one of two alternatives under consideration, either (1) for the regular classroom teacher to give those students extra work, or (2) for the students to do independent study research with no supervising teacher. It appears that both alternatives are nothing more than ways to abolish the middle school gifted program while still maintaining it on paper as there do not appear to be any assurances of either implementation or quality control at the classroom level. Since it will be left up to the regular classroom teacher, except for rare exceptions, the psychological and intellectual needs of the students will not be addressed. This is not an isolated situation. It is part of a state-led effort to become a leader in education for the entire country (I am suppressing my personal opinion of this) although the state's intention and the local intention may be at opposite ends of the spectrum. I have heard rumors of other systems throughout the nation doing similar things for various reasons. I am trying to find any information (including personal opinions) regarding school systems that have used either of the proposed approaches. What I need most is that which applies to actual implementation (or lack of implementation) in practice as opposed to a controlled study; however, controlled studies may be of some benefit. Any information that anyone can provide would be greatly appreciated. I will maintain any information that I receive so that when someone else is faced with the same thing, I can pass it on. This entire situation makes me wonder which direction our educational system is attempting to go when comes to gifted students - backwards, perhaps. ----------------------------------------------- Jim-- Marsha said she was "just a parent" but in this business the parents ARE the experts because every gifted child is different from every other. Otherwise everything everyone told you is true--and so is the opposite. In my experience GIRLS are more often TESTED for giftedness because they "color between the lines" and "play the games" (real and political) while the boys are more often tested for hyperactivity, etc. It is true that boys are more often found to be gifted, but there is some reason to believe that is because boys are also not as well served in the regular classroom--and that their gifts are more apt to be math and science, which are not as well served in elementary classrooms. Girls gifts tend to be in language arts and reading, etc, is often the emphasis. Could this be because most elementary classes are taught by women? Who knows? As for testing, go for it. There are tests for early elementary--and if your daughter is reading she can handle more difficult ones as well but don't let them test her as tho she were 8 or 10, she should be tested as a 6-yr-old. Does your state have an Area Education Agency? That's a possiblity, but in Iowa they no longer test for giftedness, merely for special ed. (which is not G&T, according to law). Otherwise ask your son's teacher for the name of a psychologist--or call a few yourself. Personally, I'm for testing tho I'm not necessarily for making drastic moves at early elementary. There are so many skills to learn she might miss something important. ----------------------------------------------- Marsha-- "Severely Gifted" means your son is as far "above" the "norm" as the (to use a politically incorrect term) "severely retarded" are "below" it. And, frankly, that's probably why your son's teacher was against testing. He was a threat and will be to innumerable teachers in his future. Sorry. Please, don't "hold back the comments." You won't be doing the teacher, or your son, a favor. The only way he'll get the help he needs and deserves is if you push for it--his parents are, unfortunately, his only advocates. By speaking out, you may find other parents in the same boat and can band together--does your school have a gifted program? Is there a parents' group? If not forming one is NOT wasted effort. Also, check out "Guiding the Gifted Child" The book alone is great--but there's also a seminar based on it and maybe someone in your area gives it. If you want more info, yell. Good luck. Carol --------------------------------------------- JT, You probably won't get this until you get back, but just so I don't forget. Thanks for the input. I think you're right. I sometimes think we take a child and ruin his/her creativeness and ability by the molds we try to squeeze student in in schools. Let's face it. Our schools are all set up for left-brain learning. Why? Because it's easier for the teacher. Jim ---------------------------------------------- To All: My 2 year old daughter has profound hearing loss (as a result of menningitis at six weeks old). Recently, as part of her speech therapy, she was given an IQ test and scored 137. The psycologist at her school claims that my daughter is of very superior intelligence bordering on the genius level. I've always been skeptical of IQ tests and am writing to ask your opinions as to what this test score may mean. Is what the psycologist says true or should one not put too much emphasis on this test considering my daughters young age? Any comments would be greatly appreciated. Thanks, Derek & Robin