61. Identifying And Nurturing Talent For All Students educators working in gifted and talented programs continue system disenfranchises creatively and practically gifted kids by We then teach in a way that values http://www.helpforschools.com/ELLKBase/guidelines/IdentifyingandNurturingTalentf

62. GT WWW Links No Frames Minnesota Council for the gifted and talented. site for ordering materials on gifted education, especially for purchase to help teach calculus concepts to kids http://www.northstar.k12.ak.us/schools/upk/home/sheri/WWWlinks/GTlinksnoframes.h

World Wide Web Links for the Gifted and Talented No frames version Click here for frames version Index for GT Web Links General Information National and State Organizations Dual Exceptionality (i.e. gifted and learning disabled) Profoundly Gifted ... [Return to the top of index] General information In this section I have included general references. You may find articles that also apply to the specific topics listed as separate categories on these pages as well. This is a good place to start a general search. The Gifted Development Center ERIC Digest list of gifted resources and discussion groups Susan Winebrenner National Research Center on the Gifted and Talented - Joseph Renzulli and the University of Connecticut's research site. Gifted Index - this site lists a collection of articles on the gifted, many of which are gleaned from the ERIC digests. Austega - a section of an Australian site dedicated to information about gifted education. ERIC digests - search the ERIC digests for short digest articles on gifted education. GT World has GT links, articles, and a GT-World Moo.

63. Expert Advice: Noreen H. Joslyn, LISW, ACSW gifted and talented. Q. My son is 12 and is extremely gifted in math and science appoint a teacher as a mentor to the student in order to teach him organization http://www.familyeducation.com/experts/advice/0,1183,59-28076,00.html?relinks

64. Welcome PROJECT NARRATIVE The Center for gifted Studies and Talent Development and parents concerning how to identify, teach and relate to talented young people http://www.bsu.edu/clue/

At present only minimal effort is being expended in Indiana in particular and in the nation in general in seeking out, assessing and identifying, and then cultivating the skills and intellectual talents of academically gifted K-12 students. Even less effort is expended on identifying and serving gifted and talented individuals from underserved populations. Harris and Ford (1991) recommended seven issues that must be addressed to expedite the process of identifying and serving minority students: continued professional education for teachers and administrators, parental involvement, community involvement, public education, a philosophy of pluralism, nontraditional assessment, and curriculum that is differentiated. Project CLUE, Clustering Learners Unlocks Equity, a partnership between the Center for Gifted Studies and Talent Development at Ball State University and the Indianapolis Public Schools, will implement all seven areas of the Ford-Harris Model to provide comprehensive services to gifted and talented students in grades three through eight by defining a set of instruments that will identify gifted minority students, English as a Second Language students, and other under-represented students bringing their representation in gifted programs to levels that reflect the diversity of the population in the school corporation;

65. NRC/GT—First Article Spring '02 Newsletter teachers must receive better training in how to teach highlevel and to determine the status of programs and services for gifted and talented students (see http://www.gifted.uconn.edu/nrcgt/newsletter/spring02/sprng021.html

NRC/GT Query: Are Programs and Services for Gifted and Talented Students Responsive to Beliefs? E. Jean Gubbins University of Connecticut Storrs, CT Identifying and serving gifted and talented students is practiced around the country and the world by many educators in response to professional and personal beliefs, legislation, or educational practices. For centuries, people found it critical to search for children who had the potential to contribute to self and society in such ways that they were beyond expectations of cognitive development and age. The phrase "in comparison to others" was one way to think about differences among learners. NRC/GT researchers (1997) associated with a study of professional development practices to extend gifted education strategies to all learners presented the following qualities: prior knowledge or skill expertise learning rate cognitive ability learning style preference motivation, attitude, and effort interest, strength, or talent. If individuals differ in these ways or others, then how do we view the talents and gifts of students in our schools and classrooms? Is it a matter of defining terms, reflecting on beliefs about abilities, or providing professional development opportunities? Defining Terms There is no universally accepted definition of gifted and talented, intelligence, talent development, creative productivity, or learning ability. Perhaps there should not be; however, there must be an understanding of human abilities and how they manifest themselves in school-based, community-based, and work-based settings. When a group of educators was asked recently to define some of the terms above, several definitions were offered:

66. Rescources For Special Needs And Learning Disabilities DyslexiaA Curse or A Special Talent? 3D Leaner We teach the way you think. nav.webring.org/hub?ring=adla;lis. gifted and talented. http://www.muslimhomeschool.com/mhsnr/DOCS/spnd.htm

Home Front Page Return to Resource Menu MHSNR@aol.com updated 2/20/2000 (rev.12/1/2000) scheduled for review 3/2002 Resources for Special Needs and Learning Disabilities Organizations and Sites that carry information on many learing disabilities have been list in the "general or umbrella" section. Asperger Syndrome Attention Deficit Disorder (ADD) Attention Deficit Hyperactive Disorder (ADHD) Autism Behavioral Problems Dyslexia General or Umbrella LD Associations and Information Gifted and Talented Hearing Impaired (Deaf) Down Syndrome Nonverbal Learning Disorder ... Visually Impaired (Blind) Asperger Syndrome ASPEN Asperger Syndrome Education Network www.aspennj.org Book: "Asperger's Syndrome: A Guide for Parents and Professionals" by Tony Attwood www.TonyAttwood.com Book: "Pretending to be Normal: Living with Asperger's Syndrome" by Liane Willey Attention Deficit Disorder (ADD) ADD Warehouse 300 NW 70th Ave. Plantation, FL 33317 Children and Adults with Attention Deficit Disorders (CHADD) 499 NW 70th Ave., Suite 109

67. Wisconsin Center For Academically Talented Youth emotional needs and academic needs; teach prosocial skill development; teach ways to Storrs, CT National Research Center on the gifted and talented. http://www.wcaty.org/$spindb.query.newslistall2.wcatyview.22

postscript, wcaty's newsletter Social and Emotional Needs of Gifted Children Readings For Parents and Educators Fall 2003 Selected Resources From: ERIC (Educational Resources Information Center) Clearinghouse on Disabilities and Gifted Education, http://ericec.org Alvino, J. (1995). Considerations and strategies for parenting the gifted child. Storrs, CT: National Research Center on the Gifted and Talented. ERIC Document Reproduction Service (EDRS), ED402708. www.sp.uconn.edu/~nrcgt/ This monograph offers practical suggestions for interacting with gifted children at home. Chapter titles include the following: ‘’Parenting Styles Make a Difference,’‘ ‘’The Enriched Environment,’‘ ‘’Nurturing Your Child's Creativity,’‘ ‘’Critical Thinking, Research, and Study Skills,’‘ ‘‘Academics at Home: The Core Subjects,’‘ and ‘’The Value of Play.’‘ A summary of key parenting tips is provided. This book is designed to help gifted children, their parents, and teachers consider a variety of coping strategies for dealing with their concerns. It is uniquely formatted into two inverse parts. Topics of the first part include: (1) definitions of coping, capable kids, and self-concept and self-esteem; (2) personality characteristics of gifted children; (3) coping with problems (perfectionism, boredom, underachievement, drug and alcohol abuse, anorexia and bulimia, and depression and suicide); (4) teaching for coping; and (5) family functioning and coping (helpful things parents can do). The part designed for adolescents provides information on coping and capable kids and presents case studies of capable kids. Activities to develop coping skills, in such areas as time management, goal setting, depression, and belonging to a group, are presented.

68. Curry: Gifted Education | Program Overview prepared to teach gifted and talented students and,; finally, at the most The faculty who teach specifically in the area of education of the gifted are http://curry.edschool.virginia.edu/gifted/overview.html

Rotating Images of Curry Rankings... Bowen talks... Curry News Educational PsychologyGifted Program Description: The Educational Psychology-Gifted program is designed to prepare individuals to apply relevant principles to practical problems faced by educators in the design and implementation of programs to meet the needs of gifted and talented children and young adults and to conduct research and evaluation studies in this field. In the Educational Psychology-Gifted program students are: provided opportunities to study the characteristics of gifted and talented persons, trained to interpret and apply research on gifted children, prepared to direct or evaluate special programs, prepared to teach gifted and talented students and, finally, at the most advanced levels, prepared to further advance the field of knowledge through quantitative and qualitative research. Academic and Professional Experiences: Students who pursue the Master's degree or Doctoral degree will be provided with: introductory and advanced courses in the area of education of the gifted core of courses in related areas (e.g., learning, development and assessment)

69. DPS Gifted And Talented Education Department FAQ The gifted talented Education Department promotes differentiated instruction Jim Delisle, in When gifted Kids Don t more about the way you teach, but asking http://gt.dpsk12.org/faq.html

Questions From Teachers Frequently Asked Questions The Gifted Education Department receives questions and calls that are more frequently asked than others. Below is a sample of these questions. Please contact the Gifted Education Department or the Gifted Coordinator at your child's school for more information. Questions From Parents I received a letter that states my child tested above the 90th percentile on the Raven's Progessive Matrices. What should I do now? Highly Gifted Program . A high score on the Raven's is one indicator that the student may qualify for the Highly Gifted Program. I'm moving to Denver from another city. My child is in a gifted program in his/her school now. What would be a good placement for my child in Denver? If you know the neighborhood where you are moving, check out the neighborhood schools' gifted programs. Each school's program looks a little different, although they may share common components. If your child was in a special magnet program in which the participating students were considered the top 1% to 3% of the district, you may consider the Highly Gifted Program a comparable option. Students must apply or be nominated to attend one of seven elementary sites or one middle school site where the teachers are specially trained to deal with the academic and emotional needs of highly gifted students.

70. Johns Hopkins University K-12 Education Resources , Partners in teaching and Learning. , teach Baltimore. Summer Programs gifted. -, Center for talented Youth Programs for 2nd-7th Graders. -, Newark Project. http://www.jhu.edu/news_info/educate/topics/

HOME K-12 A-Z TOPICS EXPERTS K-12 NEWS LINKS CONTACT US ... JHUNIVERSE K-12 Topic List A B C D ... Z A After-School After-School Tutorial Program at Dr. Bernard Harris, Sr. Elementary School Barclay School Homework Club Hopkins for Hampden at the Hampden Family Center Margaret Brent Elementary After-School Academy Program Arts Margaret Brent Ballet Program Arts and Academic Performance FAME Arts Music Music Teacher Mentoring Program Peabody Outreach Program Peabody Preparatory's Music Teachers Mentoring Program At-Risk Students Center for Research on the Education of Students Placed at Risk Center for the Social Organization of Schools Counseling At-Risk Youth Journal of Education for Students Placed At Risk (JESPAR) At-Risk Students Gifted Partnership with Baltimore Educational Scholarship Trust (BEST) At-Risk Students School Reform Success For All / Roots and Wings Success for All Foundation Talent Development High School Talent Development Middle School Autism Autism and Rett Syndrome Research Autism Certificate Training Institute RUPP (Research Units on Pediatric Psychopharmacology) Multisite Project in Autism Autism Technology Technology to Educate Students with Autism GO TO TOP.

71. Gifted And Talented Endorsement - Graduate Programs - SMU in an approved program for gifted and talented students is faculty member to develop and enhance skills in teaching the gifted. If you dare to teach, you must http://www.smu.edu/teacher_education/giftedendorsement.asp

Search text Submit search Redirect to another SMU site SMU Links About SMU Academics Academic Calendar Administration Admission Athletics Calendars Campus Life Campus Maps E-mail Search Emergency Information Employers Employment Financial Aid Human Resources Giving to SMU Libraries Meadows Museum News Public Affairs Registrar Site Index Student Accounts University Housing Visit SMU GRADUATE PROGRAMS Teacher Education Graduate Programs Gifted and Talented Endorsement Gifted and Talented Summer 2004 course schedule (click to link) SMU Gifted Education "In The News" (click to link) Southern Methodist University offers four courses (12 graduate credits) that prepare teachers for the gifted education certification exam. These four courses in their ideal sequence are EDU 6325 (Nature and Needs), EDU 6397 (Growth and Development, Social and Emotional) or EDU 6347 (Creativity), and EDU 6388 (Curriculum). It is possible to begin with EDU 6397 or 6347. In no case, however, should an inexperienced teacher attempt 6388 without background course work. Course Descriptions This course includes a historical survey of the field, definitions, basic terminology, theories, models, and characteristics of the gifted and talented. A brief summary of identification and assessment procedures, characteristics desirable in counselors/teachers, models for interaction with gifted persons, and a review of effective program prototypes are also provided.

72. Kids & Schools fullest potential, said Welda Simousek, the coordinator for talented and gifted need to be trained on how to teach in a way that allows a gifted student to http://www.weac.org/Kids/1998-99/Jan99/gifted.htm

Gouging the gifted? Talented students often play second fiddle The Capital Times January 23, 1999 Reprinted with permission By Jason Shepard Correspondent for The Capital Times Some of the most gifted students in Dane County are not getting enough support in school despite attempts in many area districts to boost educational programs aimed at helping them learn more. That's the consensus of a half dozen Dane County educators in charge of programs for talented and gifted students. They say schools have a moral and legal obligation to give students the best education they can and that includes challenging the brightest kids, who may be bored with the curriculum in their class. In Wisconsin, state law mandates that schools have a talented and gifted program. But unlike mandates regarding students with disabilities and learning problems, the law gives school districts the option of coming up with money to fund TAG programs. At a time when money for education is stretched to the limit, finding a school district with a strong financial commitment to TAG students is difficult. Statistics from the state Department of Public Instruction for the 1997-98 school year show that spending in school districts statewide for talented and gifted instruction totaled 0.6 percent of district budgets, while spending for special education instruction totaled 16.79 percent.

73. Technology For The Gifted And Talented. 1985 Digest. Technology for the gifted and talented. For gifted students, the primary role of drill and practice programs is to Tutorials are used to teach new information. http://www.ericdigests.org/pre-923/gifted.htm

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog ERIC Identifier: Publication Date: Author: McClellan, Elizabeth Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Technology for the Gifted and Talented. 1985 Digest. In general, computers are used in the education of gifted children in three ways: in computer assisted instruction (including tutorials, games, and simulations), in developing thinking skills, and as tools for facilitating independent learning (including word processing and authoring systems). COMPUTER ASSISTED INSTRUCTION (CAI) The role of computer assisted instruction in the education of gifted children is to develop decision-making skills and to foster independent learning. In CAI, the computer presents information, asks questions, and verifies responses in much the same way a teacher does. Unlike traditional means of instruction, however, CAI allows students to work at their own level and pace. This mode of instruction can be very beneficial to gifted students who often have interests and abilities that go beyond the scope of the regular curriculum. Drill and Practice Drill and practice programs provide students with practice using material already encountered. Because these programs cover various levels of many subject areas, they can be used for both remediation and acceleration. Gifted children do not necessarily excel in all areas; they may need help mastering some subjects. Drill and practice programs help to reinforce recently acquired knowledge and skills. For gifted students, the primary role of drill and practice programs is to help students who want to go beyond the lockstep curriculum acquire new skills.

74. Sample Programs Salary is locally competitive. (3979). teach talented gifted IN PHILIPPINES teach grades 8-12 at a private school in the Philippines. http://www.leapnow.org/sample/world/asia.htm

contact us home Why use LEAP Now? ... Brochure Download P.O. Box 1817 Sebastopol, CA 95473 Phone: (707) 431-7265 Fax: (707) 431-8479 - Sample Programs The following programs are a few of the many program options available throughout Southeast Asia and China through LEAPNow. ENVIRONMENTAL FOUNDATION: BALI - The foundation is involved in the research and data collection, conservation and agroforestry, and design and marketing of bamboo products, bamboo being an ideal crop for advancing the economy of underdeveloped countries. CULTURAL RESTORATION: MONGOLIA Volunteers needed to restore a Buddhist temple in a remote site in eastern Mongolia during the summer. Duties include light work like painting and sewing to heavy work such as excavation and masonry. They are able to accommodate all skill levels. Volunteers live in gers (yurts) the traditional nomadic tents of Mongolia and three meals per day are provided by a Mongolian cook. Two funded internships are offered every year to college students. SPIRITUAL COMMUNITY IN INDONESIA - A unique spiritual environment combines Gandhian traditions of community life and service. Filled with coconut palm trees, as well as numerous plants, the ashram is situated on land that fronts the Indian Ocean. Volunteers may teach English, work on the farm, and help with construction and general maintenance. There is a kindergarten, carpentry workshop, organic farm and a one-year training program in simple indigenous technological skills: basketry, coconut oil-making, grass weaving, etc.

75. TKI - Gifted & Talented : Gifted Children With Learning Disabilities while staff such as RTLB s may be trained to teach children with recent publication by the Ministry of Education of gifted and talented Students Meeting http://www.tki.org.nz/r/gifted/pedagogy/disabilities_e.php

Written by Sarah Macfarlane, 2000 Post Graduate Student, Massey University Gifted children with learning disabilities present a paradox to educators and parents. The identification and characteristics of gifted children with learning disabilities is outlined. Issues relating to meeting the needs of these students in the New Zealand education system are discussed. The role of parents in supporting these children is explored. Introduction How can they seem to learn some things with no apparent effort, and yet in other areas of learning experience so much difficulty ? As noted by Sturgess (1997, p. 3): "Amazing and creative achievements can pale into insignificance if the student is unable to remember what was assigned for homework or where a math book was left. Understandably, parents, teachers, and the students themselves wonder how they could be so capable when it comes to higher level thinking and abstract concepts, and yet so incapable when they are required to organise a written product, sequence ideas, and pay attention to detail." The recognition of the existence of GCLD children has become an increasing focus for writers, researchers, and educators in the field of gifted education, and this article explorers the characteristics of the GCLD child, and considers some of the issues in the education of these children with a particular focus on the parent's role in supporting their GCLD children.

76. TKI - Gifted & Talented : Assessing For Differentiation Roberts and Roberts (2001) recommend several strategies as appropriate for gifted and talented students She was going to teach children lessons from the moon http://www.tki.org.nz/r/gifted/pedagogy/assess_diff_e.php

Dr Tracy Riley Massey University Tomlinson (1995) reiterates this point in stating "Too often the reality for gifted students is that their needs are not met in the regular classroom" ( http://www.ascd.org/readingroom/books/tomlin95toc.html http://www.ucc.uconn.edu:80/~wwwgt/nrcgt.html While study of this nature within the New Zealand context has not been actively undertaken, when one examines typical behaviours associated with underachievement (that is, boredom, complacency, conformity, and rebellion) as outlined by the Ministry of Education (2000) there is little doubt the clothes of an "un-differentiated" curriculum don't fit Kiwi gifted and talented students. Cathcart (1994) warns us of the implications associated with gifted and talented students repeating mastered work or working below the right level. These are: the creation of confusion and self-doubt for the child; the production of high levels of frustration; a disillusionment with school, teachers, and authority in general; a "turn-off" from learning; and an indefensible education (p. 236).

77. Archived - Talent And Diversity - Appendix A: The San Diego Experience Clearly, Perez believes that building a qualified workforce equipped to teach both LEP students and students identified as gifted and talented is key http://www.ed.gov/pubs/TalentandDiversity/appenda.html

Archived Information Talent and Diversity: The Emerging World of Limited English Proficient Students in Gifted Education - August 1998 Appendix A Inclusive and Authentic Gifted Education for English Language Learners: The San Diego Experience Participating teachers received college credit to obtain district dual certification as both bilingual and gifted teachers. Participating teachers received specific training to adapt differentiated instruction in both Spanish and English. Parents of students enrolled in Project Excel and Project First Step participated in inservice activities designed for parents to increase their awareness of at-home help for their children. Parents were invited and welcomed into classrooms to observe enrichment programs conducted by community mentors. Parents learned specific "how-tos" for similar nurturing techniques at home. Community mentors were recruited and selected based on their varying skills in different fields as well as different levels of language ability. The San Diego experience is noteworthy not only because of its record of representation for Hispanic LEP students in GATE programs, but also for its insistence on ensuring their successful participation in these programs. By beginning identification and nurturing activities at the preschool level, their successful transition to GATE programs and active participation in these programs has been greatly eased.

78. FAQ5: Talented & Gifted What about"talented gifted kids"? Quick Support Sign Up. A common thread in homeschooling is that sometimes your child doesn't fit neatly into the system. This can be especially true for "talented http://homeschoolzone.com/faq/faq5.htm

FREE recipes desserts crafts health ideas ... Search What about"talented & gifted kids"? Quick Support Sign Up A common thread in homeschooling is that sometimes your child doesn't fit neatly into the system. This can be especially true for "talented and gifted" (TAG) kids Homeschooling can be a wonderful way for gifted kids to advance at a pace that is more comfortable to them. It also tends to keep "idle hands" from getting into trouble with the slow pace that might occur in a traditional education. We have developed a resource for TAG which you can see at Talented and Gifted Group and we have a support group and additional resources that you can use there. Comments "Homeschooling can be best for a gifted child" From: Linda Drake We have a son who is homeschooled. He was in kindergarten last year. He read at a sixth grade level according to Standford testing in April (we gave him a second grade test). I just couldn't see him spending a year in first grade doing phonic charts and being bored to death. We couldn't arrange anything for him at school. We wanted to put him in second grade in a split 1st/2nd grade classroom but didn't get any support for that. I had been interested in homeschooling before, but this really helped us make that decision. I think homeschooling can be the best for a gifted child. My son is in second grade now and not having a bit of trouble with any subject. He has a relaxed atmosphere to learn in and has plenty of time to read and follow some of his own interests. The daily work in his subject areas can be done either quickly (in about two hours) if he wants to get done and do some of his own things or take much longer if he doesn't get settled down to work. I like the fact that he has time in a day to do computer programs, make the little art projects he is always dreaming up, and that he doesn't spend 15 hours a week on the school bus (which is what he would have to do if he rode our bus!!)

79. Publications excellence through heterogeneity The Academic Talent Development Program they don’t always teach you in California Association for the gifted Communicator, V http://atdp.berkeley.edu/publications.html

atdp home SiteMap Research Publications Sitemap PUBLICATIONS Worrell, F. C. (2002). Global and domain-specific self-concepts in academically talented Asian American and White adolescents. Gifted Child Quarterly, 46, 90-97. Worrell, F. C. (2000). A validity study of scores on the Multigroup Ethnic Identity Measure based on a sample of academically talented adolescents. Educational and Psychological Measurement, 60, 439-447. Worrell, F. C. (2000). The reliability and validity of the Instructional Climate Inventory-Student Form. Psychology in the Schools, 37, 291-298. Worrell, F. C. (2000). The reliability and utility of self-concept instruments with at-risk populations. The Journal of At-Risk Issues, 7 (1), 31-41. Gabelko, N. H. (Ed.). (2000). Toward a collective wisdom: Forging successful educational partnerships. University of California, Berkeley: Excellence Through Collaboration and Outreach (ECO) Center. Sosniak, L. A. (1999). An everyday curriculum for the development of talent. Journal of Secondary Gifted Education, 10, 166-172. Worrell, F. C. (1997). Academically talented students and resilient at-risk students: Differences on self-reported risk and protective factors. The Journal of At-Risk Issues, 4 (1), 10-18.

80. Guiding, Supporting Development Of Gifted Children A positive outcome of nurturing a talent is the 5. teach gifted students ways to manage stress. to believe stereotypical ideas about other gifted students as http://www.iag-online.org/sprtgift.htm

Guiding, supporting development of gifted children By Dr. Tracy Cross Some of the topics have a substantial research base; some have only a modest research published research base supporting them. Cutting across these ideas is a form of conventional wisdom which is primarily due to the fact that our professional experiences become our primary source of data as we try to make sense of the world. Although I believe there is danger in relying too much on personal experiences when making generalizations, I do respect the fact that drawing on multiple forms of data, including personal experience, is an appropriate method for making informed decisions. So, to break with my past practice of trying to only forward ideas that have emerged from published research findings, I am going to provide a partial list of ideas that I believe have merit when trying to guide gifted children. I will let my qualifiers reflect the degree of confidence that I have in these ideas. Some are speculative while others are soundly supported by a research base. Some are taken from research in gifted education, some from outside the field and some come largely from my own professional experience. I plan to write this column in two parts; one for this issue of the

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