Meeting the educational needs of a gifted child: A parent’s narrative

2019 ◽  
Vol 35 (3) ◽  
pp. 189-200
Author(s):  
SA Manasawala ◽  
DN Desai
Keyword(s):  
Support Groups ◽  
Educational Needs ◽  
Education For All ◽  
Gifted Children ◽  
Local Learning ◽  
Special Population ◽  
Learning Resources ◽  
Gifted Child ◽  
Community Or

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.

Individualizing Instruction with Computer Applications

1998 ◽  
Vol 21 (2) ◽  
pp. 40-42
Author(s):  
Melody Strot
Keyword(s):  
Subject Matter ◽  
Word Processing ◽  
Computer Programs ◽  
Computer Applications ◽  
Gifted Children ◽  
Gifted Child ◽  
Drill And Practice

Although computers can be a terrific resource for all children, gifted children particularly benefit from the individualization provided by-different computer applications. For the gifted child who finishes written class exercises quickly, computer programs may extend subject matter. From my observations, however, teachers use computers primarily for drill and practice exercises and word processing.

scholarly journals POLA ASUH ANAK CERDAS ISTIMEWA DENGAN METODE ALA ROSULULLAH SAW

2018 ◽  
Vol 5 (2) ◽  
pp. 375
Author(s):  
Novita Pancaningrum
Keyword(s):  
Research Method ◽  
Teaching Method ◽  
Gifted Children ◽  
Gifted Child ◽  
Analog Method ◽  
Know How ◽  
Method Selection ◽  
Library Research ◽  
Drawing Method ◽  
Good Attitude

<p>Abstract: PARENTING OF GIFT CHILD BY USING RASULULLAH SAW<br />METHOD. This Study’s aim is to know how Rosulullah’s methods is use for<br />Gifted Child. Gifted Child are children with Intelligence above others. They<br />are independent Children, doing something by themselves, don’t like being<br />ordered, and creating ideas. They are Children with Intelligence above 130<br />(Weschler’s scale). They have high and deep thinking and different attitude<br />if we compare them with the normal intelligence children. The method to<br />teach them have to adapted with their need. From 40’s method that found<br />by Abdul Fattah Abu Ghuddah, we just use 10’s method to be used for<br />Gifted Children: Modelling and Good Attitude method, Graduation<br />Teaching method, Situation and Condition’s method, Selection and<br />Competency method, Interaction (Ask and Answer) method, Question<br />method (rational thinking) Intelligence method, Analog method, Similarity<br />method, Drawing method. This study use Library Research Method. From<br />this study, we know that Rosulullah’s methods are appropriate to teach<br />Gifted Children with seeing each Gifted Child condition.</p><p>Abstrak: Penelitian ini bertujuan untuk mengetahui bagaimana pola asuh<br />ala Rosul diterapkan pada anak cerdas istimewa. Anak Cerdas Istimewa<br />adalah anak dengan kepandaian di atas rata-rata teman sebayanya.<br />Mereka merupakan anak yang mandiri, bertingkah laku autodidak, tidak<br />bisa didikte, dan penghasil konsep/pencipta ide. Dengan tingkat<br />Intelegensi di atas 130 (skala Weschler) mereka memiliki pola pemikiran<br />tingkat tinggi dan tidak bisa disamakan dengan teman sebayanya yang<br />memiliki Intelegensi normal. Pola pendidikan dan pengasuhan pun harus<br />disesuaikan dengan kebutuhan mereka. Dari 40 Metode Rosulullah yang<br />ditemukan Abdul Fattah Abu Ghuddah, peneliti hanya memakai 10 metode<br />yang diterapkan pada Anak Cerdas Istimewa, yaitu: Metode Modelling dan<br />Etika Mulia, Metode Pengajaran Graduasi, Metode Situasional dan<br />Kondisional, Metode Selektif dan disesuaikan dengan kompetensi Peserta<br />Didik, Metode Interaktif-Dialogis (Tanya Jawab), Metode Pertanyaan<br />(berpikir logis/rasional), Metode Pertanyaan untuk menyelami kecerdasan<br />dan pemahaman, Metode Analogi, Metode Tasybih (membuat persamaan<br />antara beberapa hal yang berbeda), Metode menulis (menggambar).<br />Penelitian ini menggunakan metode library research. Dari penelitian ini<br />ditemukan bahwa Metode Rosulullah semuanya tepat dalam mendidik<br />Anak Cerdas Istimewa, dengan menyesuaikan kondisi masing-masing Anak<br />Cerdas Istimewa.</p>

To Parents…(With Love)

G/C/T ◽  
1980 ◽  
Vol 3 (2) ◽  
pp. 3-4
Author(s):  
Gina Ginsberg Riggs
Keyword(s):  
Public School ◽  
Young Adulthood ◽  
Private School ◽  
Gifted Children ◽  
Gifted Child ◽  
Gut Feelings ◽  
The One ◽  
At Home

This article is written for the ultimate expert on the gifted child: you, the parent. After all, you know him longer than anybody, and you know him best. You may not be an authority on education of the gifted, but you are the leading expert on your own child; nobody else can make that claim. Listen politely, but ignore the well-meaning neighbor who thinks that your child must skip herself out of age mates and suitable friends in order to survive in school. You don't have to believe blindly every self-styled expert on gifted children you talk to. Take with a grain of salt the concerned professional who predicts failure for your child in public school and recommends placement in a private school for gifted children. A psychologist in one of the most respected universities in the country laid this on me after testing my five-year-old. I spent a whole year, looking for a non-existent school that we could not have afforded anyway. Maybe my children did not learn all they could in public school (does anybody?), but learn they did, and they went on to the colleges of their choice and productive young adulthood. Listen carefully to your child's teacher because your child in school may not be the one you know at home, and that makes for useful information. But use your own good instincts and gut feelings to decide for yourself what will best help your child become, to quote the late Dr. Elizabeth Drews, more fully human. So, dear authority on your child, look critically at the suggestions that follow and decide for yourself if they apply to your family. I hope they will be helpful to you because it is not easy to be the parent of a gifted child. But even if they are not applicable, I hope that your evaluation of my suggestions will help you arrive at your own solutions, because you should remember: You know best.

Through the Eyes of Their Teachers: Stereotypes of Gifted Pupils

1979 ◽  
Vol 2 (4) ◽  
pp. 220-224 ◽  
Author(s):  
Peggy A. House
Keyword(s):  
Gifted Education ◽  
Strong Tendency ◽  
Gifted Children ◽  
Master's Program ◽  
Gifted Child ◽  
Gifted Girls

Teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of “the typical gifted child” and “the most gifted individual whom I have taught” were highly similar. After the program, similar ratings of “the typical gifted child” and a specific pupil with whom they worked during the summer practicum were much more diverse, suggesting that they were tending to a clearer perception of individuals. They did, however, show several trends which tended to indicate the existence of certain stereotypes. In particular, there was a strong tendency to describe gifted girls in a considerably more favorable manner than gifted boys. Older pupils also tended to be described more unfavorably than younger ones (under 12 years).

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

“Gifted child” - how parents label their children

2018 ◽  
Vol 571 (6) ◽  
pp. 35-45
Author(s):  
Joanna Łukasiewicz-Wieleba
Keyword(s):  
Gifted Children ◽  
School Age ◽  
Gifted Child ◽  
Early School ◽  
Early School Age

This article presents the results of the research on parental labeling of gifted children in early school age. The narratives of the parents were acquired in the interviews. Results were analyzed in terms of the meanings they gave to concepts such as giftedness, abilities, talents, and also in terms of the parental descriptions of children’s predispositions.

General Ways to Identity Students with Scientific and Mathematical Potential

1953 ◽  
Vol 46 (4) ◽  
pp. 230-234
Author(s):  
Howard F. Fehr
Keyword(s):  
Point Of View ◽  
Gifted Children ◽  
Early Age ◽  
Gifted Child ◽  
School Program ◽  
Great Work ◽  
Teachers College ◽  
Outstanding Teachers ◽  
The One ◽  
Work Done

The task of identifying giftedness is not an easy one. In December 1940, a two- day conference and workshop on education for the gifted was held at Teachers College in honor of the great work done by Leta Hollingworth. One section of outstanding teachers and educational research workers devoted itself entirely to the task of identifying the gifted child. The conclusion reached was: “At the present time we have practically no adequate instrument for identifying the gifted.”1 In The Gifted Child2 edited by Paul Witty, we read, “Present means of identifying and guiding the gifted leaves much to be desired,” and the rest of the brief chapter gives adequate support to this stand both in its meagerness of discussion and the problems for investigation that are raised. Even the latest book on Educating Gifted Children3 a report on the Hunter College Elementary School Program by Gertrude Hildreth and others, takes the same point of view regarding our ability to detect the gifted at an early age. Formal tests seem to be the one criteria that most people rely upon.

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