The summer days are beginning to wind down as our thoughts begin to drift back to our classrooms and students. In doing so, my mind immediately goes to inservice week. Meeting new staff members and taking the time to explain the role of a Gifted and Talented (GT) Coordinator is essential. More importantly, it is imperative that we take the time to clarify attributes of our GT students to other staff. Our GT students will be working directly with a number of teachers, specialists, and support staff in our buildings, some of whom may have little to no experience working with and supporting high ability learners. Oftentimes, there are many misconceptions about GT students. Here are some that I’ve observed over the years:
Misconception Number One: GT students can take care of themselves and learn on their own. This idea is FALSE; these children need just as much, if not more guidance in their education in order to be successful in school. They need someone who is willing to challenge them and provide them with materials that support and challenge their interests. They need someone to provide them with the correct level material in relation to the continuum of ease and challenge in their curriculum.
Misconception Number Two: Academically gifted children have general intellectual power that makes them gifted in all areas. This is another false statement. Giftedness tends to be domain specific. People can be identified in one or more of the five areas of giftedness (intellectual, academic, creative, visual/performing arts, or leadership), but being identified for one area does not mean that a child is all around gifted.
Misconception Number Three: Gifted students have lower self-esteem than nongifted students. This has actually been contraindicated by a majority of studies. These children are, however, more prone to isolation and loneliness and can become arrogant because they have few peers that can or will interact with them on their level.
Misconception Number Four: Giftedness in any area requires a high IQ. In truth, IQ tests can only measure a narrow range of ability. There is little evidence that certain types of giftedness require exceptional IQ. There is also something to be said about talent development–searching for and supporting talent in students. This model of support is becoming more recognized in schools
Misconception Number Five: The grouping of gifted students decreases academic benefits. This has been somewhat controversial in some classroom settings. In all actuality, recent studies have shown that when gifted students work together, they can achieve higher academic benefits versus working alone or in a heterogeneous group setting.
Misconception Number Six: Gifted students do not have to work hard. Giftedness results from genetics and hard work. Sometimes the drive and ambition to work hard can seem to "outperform" natural giftedness. Additionally, gifted students who do not experience sufficient challenges early on often do not learn the benefits of productive struggle.
Misconception Number Seven: Reading and writing skills developed at a young age have a direct correlation to being identified as a gifted learner. Many people may believe that reading and writing go hand in hand, but research has shown that there is no direct relationship between the two and development at a young age.
Misconception Number Eight: All children are gifted. This statement is somewhat of a double-edged sword. All children have strengths and weaknesses. However, extreme giftedness is as difficult to deal with as certain learning disabilities.
At the end (or beginning!) of the day, each student is an individual. These children have a right to learn something new everyday. If they can accomplish a task at the beginning of a lesson, this is not learning.
Gifted children benefit from teachers who will stimulate their thinking and further their learning through the use of challenging curriculum, appropriate grouping, and a willingness to take the time to get to know them and to appreciate their uniqueness. It is our responsibility to be advocates for these students and encourage them on a daily basis. It is also our responsibility to help other educators join us in serving our gifted students.
- Jessica Barrington, WATG Board Member
