October 2007 – Teach a Gifted Kid

I just read through Prufrock Press’s monthly e-newsletter. One headline addressed the affects of NCLB on the gifted student. “The law is causing many concerned parents [of gifted children] to abandon public schools … These parents are fleeing public schools not only because, as documented by a recent University of Chicago study, the act pushes teachers to ignore high-ability students through its exclusive focus on bringing students to minimum proficiency. Worse than this benign neglect, No Child forces a fundamental educational approach so inappropriate for high-ability students that it destroys their interest in learning, as school becomes an endless chain of basic lessons aimed at low-performing students.”

As I scanned through the abstract, it reminded me of a discussion I had with Dr. Palka who taught all but one of my gifted courses required for my option in Gifted Education. Our discussion took place probably 6-7 years ago. She talked about how NCLB was going to deeply affect the gifted children in the nation. She explained how the money that was set aside for educating the gifted child would be re allocated to the low and middle learners. She had been a gifted teacher for a number of years, then a director at the state level in Ohio for their gifted program before coming to SLU. I figured she knew what she was talking about.

Well, she was right. It took a few years for the effects to ‘sink’ in. The effects are printed in this study and many other articles include the recent one in Newsweek that I have already written a blog about. The effects are felt in the discussions I have with parents, educators and supporters (online and in real life).

Time marches on, parents still look for the best place to educate their child (gifted or not). Decisions related to NCLB made 6-7 years ago will still ripple through our society for years. Remember when President Kennedy wanted the US to lead the way in Science? Those students who benefited from his objectives are now today’s parents. They are acting. They are searching for the best possible place/way to educate their child. Duh!

Interesting, isn’t it?

I once heard the analogy that visiting a classroom for a day is like looking at the tip of an ice burg just above the surface of water. I feel like have now broken the surface of the water and am peering down below in the clear blue water. I’m seeing just how much I have to learn about teaching such a wide range of individuals. The challenge now becomes one of providing quality educational experiences for at least four different levels of learners. It is a daunting challenge for a fifth year teacher and an ominous challenge for anyone without education training or background; one that should not be undertaken alone.

Luckily, there is research being done on a continual basis in the field of gifted education. Also helpful are the links to resources online, information available at public libraries and bookstores and other experienced educators. I was speaking to a parent of a profoundly gifted student the other day when I reiterated something I experience while working and living in Louisiana. Changes are not made by one individual alone. Many must group to together, all using the resources and research available to create the best environment to educate our children. Not only does this benefit the gifted, but it should also benefit ALL children. It has happened and it can happen again.

The Davidson Institute provides a monthly email highlighting what’s being done now in gifted education. The last email provided links to the gifted and talented programs in two states: Pennsylvania and Louisiana. Apparently, the Davidson Institute has found that only these two states mandate the IEP as a vehicle to provide appropriate education for the gifted child. Pennsylvania boosts a 50 year involvement in the field, and from my own experience, Louisiana has at least a 25 year involvement. The use of the Gifted IEP provides an open communication for the school and parent to meet and discuss how best to meet the needs of the child. The best educational environment is chosen for the student from what is available in the system. In the area that I taught, north of New Orleans, those choices ranged from Inclusion, Resources, Enrichment, and Self Contained.

So my blog entry went from the classroom to the gifted education in the United States. Are we just breaking the surface on this important part of educating a child? Are we ignoring the good that some states are doing because we think our ‘process’ is better? Are we actually looking at the ice burg below the surface or the distorted reflection of the burg through the surface of the water? Are we taking an honest look at how best to meet the needs of these unique children? We have to be honest with ourselves and realize how daunting the challenge is and continue to use all the resources available.

The Davidson Institute Newsletter for October 2007 is available here:

Month: <span>October 2007</span>

Interesting, isn’t it?

The tip of the ice burg