Questions
Parents Ask About Their Gifted Child
The question and answer portion of this page
comes from The Challenge of Raising Your Gifted
Child, by the California Association for the Gifted (CAG), and has
been reprinted here with their permission. Thank you CAG! The entire 76-page book can be ordered through their website.
Visit www.cagifted.org or email cagoffice@aol.com.
Characteristics of Gifted Children
-
What is the meaning of the term gifted?
-
How do gifted children differ from other children the
same age?
-
Is giftedness hereditary or
environmental?
-
Why do teachers sometimes mistake giftedness for ADD or
ADHD?
Social and Emotional Needs of Gifted
Children
- Why do gifted children often have difficulty fitting in with others
their age?
- Is it normal for gifted children to be more intense than other
children?
- How can parents encourage positive sibling relationships when only one
child has been identified as gifted?
- What can parents do about perfectionism in gifted
children?
- Should gifted children be held back a year before starting kindergarten
if they are socially immature?
- Will accelerating gifted children keep them from being bored in the
classroom or does it just create more problems?
Special Challenges
- Is it possible to have physical or learning disabilities and still be
gifted?
- What can parents do to assist their underachieving gifted
children?
- How can parents from diverse backgrounds help their children develop a
peer group among students in their GATE programs?
Characteristics
of Gifted Children
1. What is the meaning of the term "gifted"?
Historically, definitions of the term "gifted" have varied
widely. In the 1920s, only those individuals who scored in the top 2% on
intelligence tests were considered gifted. In the late '70s, the emphasis
shifted from relying solely on measured IQ scores to including actual student
performance, and the gifted were redefined as those students whose performance
was remarkable in many areas of human endeavor. While some school districts
have continued to define giftedness primarily in terms of IQ scores, the
majority have shifted to a broader definition.
The federal government defines gifted and talented students as those
children "who give evidence of high performance capability in areas such
as intellectual, creative, artistic, leadership capacity, or specific academic
fields, and who require services or activities not ordinarily provided by the
school in order to fully develop such capabilities" (P.L. 103-382, Title
XIV, Definition 16).
California and many other states incorporated the federal definition into
their education codes. In California, each school district wishing to
participate in the state program for gifted and talented students must
identify children in the category of intellectual giftedness, and then may
select other categories if desired. The school district defines the specific
criteria to be used for identification and includes the criteria in its
application to the California Department of Education. The district's state
application must be approved by the State Board of Education on the
recommendation of the state GATE Director; this application is public
information and available for review by parents.
The key to the identification process is to identify students who
demonstrate outstanding performance or the potential to do so. Since each
California school district defines its own identification criteria, the
numbers of students identified as gifted and talented vary across the state.
In some districts, as few as 2% of the student enrollment are identified as
gifted, and in others as many as 15%. Currently the California state average
is 6%.
Back to Questions
2. How do gifted children differ from other children the same age?
Some parents are aware long before their children enter school that they
are "different" from their age peers but may not be aware that this
difference is giftedness. It may be that their children taught themselves to
read at an early age; talked, perhaps in sentences, several months before it
was expected; used a large vocabulary, unusually complicated for their ages;
expressed abstract thoughts; concentrated on toys or games, often playing
alone for extended periods of time at a very young age; or demonstrated an
unusual ability to learn new things rapidly. While all of these
characteristics describe the gifted learner, it is not necessary for all of
them to be present to be considered gifted.
In general, gifted children reach their developmental milestones
significantly earlier than the average child. As they develop, they begin to
show all or some of the above characteristics. But there are also other
characteristics that distinguish them from their age peers. Sometimes the
characteristics are specific to gifted children and sometimes they are found
in both gifted and average children but differ in intensity. For example,
while most children are curious, gifted children often ask "why" in
every conceivable circumstance. Most children are active, but gifted children
often have boundless energy and may require considerably less sleep than other
children.
Gifted children are often very creative and devise elaborate and original
approaches to solving problems. They often make unusual associations between
different pieces of information or ideas. They can have a sense of humor that
is well beyond their years, prompting some adults to think that they are
impertinent or rude. They tend to be critical and skeptical, noting
inconsistencies in what they are told; they are often quite vocal in pointing
out these inconsistencies.
Gifted children can also have a very highly developed sense of morality and
ethical conduct. They can be hypersensitive, emotionally and/or physically.
For example, a slight scolding of a gifted child may result in severe
self-recrimination and depression. Gifted children may also be unusually
sensitive to touch and smell.
A child may be gifted but not display all of the characteristics described
above, and the list is far more extensive than already discussed. One of the
best investments parents of gifted children can make is to educate themselves
about the characteristics of giftedness and about gifted education. There are
many good resources available that present the characteristics of giftedness.
Dr. Barbara Clark has prepared an extensive list of characteristics of
giftedness which can be found in the resource section of this guide book.
Back to Questions
3. Is giftedness hereditary or environmental?
Giftedness has both hereditary and environmental components. It is not
unusual for the child of gifted parents to be gifted also. However, it is the
interaction between the environment and heredity that frames the overall
growth and development of a child.
All children are born with significant potential. However, a child's
potential cannot be accurately measured at birth or at any other time of life,
and numerous studies have shown that an individual's potential can be dynamic.
As the child grows and develops, the brain structure changes depending on the
amount and kind of stimulation the child receives. If a child receives
sufficient sensory and intellectual stimulation, the brain's potential can
actually increase as its structure becomes more complex. Alternatively, if
there is little or no opportunity for learning, the potential decreases and
the brain may deteriorate.
Thus, a child of bright, capable parents who is reared in an environment
with little sensory and intellectual stimulation may well fail to reach his or
her anticipated level of ability. Conversely, it is theoretically possible for
a child born to parents of average intellectual abilities to develop into a
gifted individual if appropriately stimulated from a very early age.
It is vitally important to provide all children with a stimulating
environment from birth and throughout their school years to ensure that they
reach their greatest possible potential. For more information on brain
development, see Growing Up Gifted (1997), by Barbara Clark.
Back to Questions
4. Why do teachers sometimes mistake giftedness for ADD or ADHD?
Gifted children and children with Attention Deficit Disorder or Attention
Deficit Hyperactivity Disorder (ADD/ADHD) may exhibit many similar behaviors.
Unfortunately, teachers and administrators who are not familiar with
characteristics of giftedness can confuse the two and mistakenly conclude that
any child who displays these behaviors is suffering from ADD/ADHD. In fact,
gifted children often engage in similar behaviors as a reaction to school
environments that are lacking in sufficient challenge and stimulation.
For example, children with ADD/ADHD often display restlessness. They are
easily distracted, have difficulty remaining in their seats, and may be
disruptive in the classroom. Gifted children may engage in similar behavior
because they encounter work that is repetitive and has already been mastered,
or the pace of learning is too slow for them. Their behavior may be considered
disruptive because their innate creative and spontaneous responses to problem
solving are considered inappropriate or inconvenient and are often
discouraged.
Children with ADD/ADHD also have difficulty staying on task and often shift
from one activity to another without completion. Gifted children can also
display these behaviors if they are not challenged by school work, lack
association with other gifted peers, or find the class material uninteresting
or irrelevant. Sometimes they shift from activity to activity because they
have little patience to complete a task just for the sake of finishing. They
may believe they have learned all they need from a given task and are ready to
explore topics they consider to be more interesting and exciting.
The ADD/ADHD child's inability to concentrate is usually related to the
disorder, while the gifted child's lack of concentration is usually a matter
of choice, whether conscious or subconscious. Children with ADD/ADHD often
have difficulty concentrating for extended periods on specific tasks, even
those they particularly enjoy. One characteristic of gifted children is their
ability to concentrate on tasks for unusually long periods of time, especially
those they find interesting.
It is possible for a child to be gifted and to also be diagnosed with
ADD/ADHD. The diagnosis of ADD/ADHD should be made only after an in-depth and
comprehensive evaluation by professionals familiar with both ADD/ADHD and
giftedness. For more information on ADD/ADHD and giftedness, you may wish to
see ERIC Digest #E522, "ADHD and Children Who are Gifted," by Webb
and Latimer.
Back to Questions
Social
and Emotional Needs of Gifted Children
1. Why do gifted children often have difficulty fitting in with others their
age?
Finding same-age peers for gifted children may be difficult because they
frequently have little in common with average ability children. Since gifted
children are usually significantly more advanced intellectually than other
children their age, they may share few interests with them. Since friendships
are built on shared interests and abilities, gifted children may feel isolated
from their average ability classmates.
On the other hand, gifted children can be quite popular with same-age peers
who do not share their intellectual gifts. As Howard Gardner (1983) has
pointed out, children may be talented in the area of interpersonal
relationships and become highly adaptable and skillful in establishing common
ground for communication by focusing on topics of interest to others in the
group while avoiding discussion of their own special interests. These children
often rise to positions of leadership among their less able classmates.
However, all children, including gifted children, need the approval and
acceptance of their actual peers to develop as complete and contented human
beings. When gifted children identify with peers who are not on their
intellectual level, there is a danger that they may attempt to hide their
giftedness in order to be accepted. When they approach middle or high school
it is not uncommon for gifted children, especially girls, to slip into a cycle
of underachievement that may be extremely difficult to break. If they feel
rejected by their age mates, or if they think they must hide their real
interests and abilities in order to fit in, they may believe that there is
something wrong with them. This may lead to feelings of worthlessness and
depression. It is not sufficient that gifted children be loved by their
parents or appreciated by their teachers; they need peer approval as well.
When gifted children are ostracized by their age peers or do not feel
satisfied by their relationships, parents should make an effort to identify
more compatible peers and foster the development of friendships with them. It
is not unusual, for example, and certainly appropriate for gifted children to
form friend ships with significantly older children or even adults who provide
the understanding needed.
Delisle (1992) recommends bibliotherapy, the use of literature containing
characters the reader can identify with, as an effective way for students to
clarify and reconcile issues of peer relationships.
Where school districts have magnet or cluster programs, the problem of peer
relationships is greatly reduced. However, magnet programs are not a panacea;
there is tremendous diversity among gifted children and even within a class
completely composed of gifted children, a particular child may not find
compatible peers.
Parents should be vigilant in assessing the quality of their children's
friendships and encourage them to interact with others who share common
interests and abilities. However, it must be pointed out that parents have
limited influence on their children's selection of friends, especially as they
grow older. Children will sometimes choose friends that parents feel are
undesirable. It is natural for children to try out different relationships as
a way of learning about themselves, even though some of the relationships may
not be appropriate. By keeping the lines of communication open and really
listening to their children, parents are better able to understand their
children's needs and assist them in satisfying those needs in productive ways.
Above all, it is important to make children feel loved and respected within
the family. Children who are supported in this way are likely to value those
same qualities in all of their relationships.
Back to Questions
2. Is it normal for gifted children to be more intense than other children?
It is well recognized that a common trait among gifted children is
intensity, sometimes referred to as hypersensitivity or overexcitability.
Kazimierz Dabrowski, who did extensive research in this area, identified five
areas in which individuals demonstrate overexcitabilities: psychomotor,
sensory, intellectual, imaginative, and emotional (Colangelo &C Davis,
1991). Gifted children are often hypersensitive in more than one area.
Children who are intense in the psychomotor area have a heightened
excitability of their neuromuscular systems. They have an intense need for
physical activity and love movement for its own sake. They may talk rapidly
and seemingly constantly and when stressed, may demonstrate nervous habits
such as tics or nail biting.
Children with intense sensory perceptions have a heightened sense of
pleasure or displeasure in touch, taste, sound, or color. They may be picky
eaters in order to avoid or enjoy specific tastes. They may have acute hearing
with a sense of perfect musical pitch, or may be so sensitive to touch that
they cannot tolerate tags in their clothing. They may have an instinctive love
of color, music, words, design, or beautiful objects.
Intellectual intensity is demonstrated by a thirst for knowledge and
insatiable curiosity. Children who exhibit intellectual intensity can
concentrate for long periods of time and are often avid readers. They can be
great problem solvers and may spend prolonged periods preoccupied with logic
and theoretical thinking. They can also be highly moral which can lead to
conflict with peers who are less aware of ethical issues. These children are
often remarkably sensitive to injustice, not only when it affects them
personally but also where it affects anyone around them. They may be quite
vocal in criticizing the person responsible for the perceived injustice, even
when it is a person in authority.
Children with intense imaginations love fantasy and often create imaginary
playmates or worlds. They sometimes have difficulty separating reality from
fantasy and can be poetic and dramatic in their descriptions.
Children who are emotionally intense experience extremes of emotion, both
positive and negative, and are often able to identify closely with others'
feelings. Their range of emotions tends to be very broad. They can develop
strong attachments to people, places, and things and can have difficulty
adjusting to new environments. It is not uncommon for these children to become
preoccupied with social, religious, humanitarian, or philosophical questions.
They may even take an active role by volunteering for an organization that
works for improvement in the area they care about. Emotionally intense
children can be very challenging, especially when young, because they are
often overwhelmed by their emotions to the point of being unable to focus on
realistic goals or modes of action. They need help from parents in the
development of attainable goals and the ability to translate commitment into
action in daily life.
Gifted children often realize that their reactions are more intense than
those of other children and may feel that there is something wrong with them.
Parents need to acknowledge the value and uniqueness of their children's
intense sensitivities and assist them in developing strategies for healthy
responses. Sometimes encouraging children to express their feelings through
physical movement such as dance or other musical or artistic media can be
satisfying. Identifying nonverbal ways of expressing feelings can be
especially helpful for young children. Older children may want to verbalize
their feelings, but need guidance on when, where, and how to express
themselves in ways that do not antagonize or offend others. Children may also
need to be taught to monitor their reactions and to use self-calming
techniques such as deep breathing or meditation. Sometimes it may be helpful
to isolate the child, not as a punishment, but rather to give the child time
to come to terms with his or her strong emotions.
Children can learn that while their feelings are intense they can be
managed in ways that are not harmful to themselves or others. Making the home
a safe place where feelings can be shared in appropriate ways allows for the
fullest development of the child's gifts.
Back to Questions
3. How can parents encourage positive sibling relationships when only one
child has been identified as gifted?
As Rimm (1994) points out, it is not unusual to find that when one child is
identified as gifted, other members of the family are likely to be gifted as
well. However, when this does not happen, it is important for parents to
remember that all children need unconditional love from their parents for
optimal development. They need to feel valued and accepted for who they are
rather than for the abilities or talents they possess.
When one child has been identified as gifted, the label can affect the
entire family. Siblings, especially younger children, may compare themselves
to the gifted child and see themselves as less capable, responsible, and
worthwhile. They need parental guidance to recognize that several family
members can have similar abilities, which may be expressed in unique ways by
each individual. Children may also need adult help in recognizing that
individuals have different areas of interest and that one is not better than
another. Encouraging the abilities and unique contributions each individual
can make to the family helps to develop better sibling and family
relationships.
Above all, parents should avoid comparing the achievements of their
children. Comparisons often contribute to the belief that some trait or person
is more valuable than another, rather than merely different. Parents should
stress that differences are to be expected and support each child's strengths
rather than focusing on their weaknesses.
Another factor to consider is that school identification systems are not
perfect; it may be possible that other children in the family are gifted also,
but have not yet been formally identified.
Back to Questions
4. What can parents do about perfectionism in gifted children?
Perfectionism is the proverbial two-edged sword. While it can be
responsible for inspiring a child to great heights of achievement, foster
perseverance, and help to develop talent, it can also have serious negative
effects on a child's productivity and self-esteem.
Perfectionism is negative when it leads to extreme frustration or
dissatisfaction and low self-esteem. Such negative feelings can develop when
children are excessively praised for their work, talent, or achievements by
parents and teachers and begin to define themselves in terms of their work.
They may put extreme pressure on themselves to continue to perform, setting
unreasonably high standards for themselves, even when they do not have the
skills to accomplish their high goals. The discrepancy between what they
envision and what they can actually accomplish can lead to frustration and
feelings of low self-esteem. No matter how good their work is objectively,
they may feel like failures and even destroy work rather than have someone
else see it. Praising the child's work, even when merited, is not the answer
since perfectionists rarely believe even sincere praise. Some children become
so frustrated and so afraid of not being able to meet their own standards that
they stop producing altogether, becoming paralyzed by their own perfectionism.
Parents have a difficult role when it comes to dealing with perfectionism.
While too much praise may promote perfectionism in all its negative aspects,
too little recognition for a child's work can cause the child to feel rejected
and unappreciated. Worse, focusing on mistakes and shortcomings can increase
the child's inclination to be overly critical. The child may react by setting
even higher standards or by giving up altogether. Praise provided judiciously
and related to specific tasks is much more effective.
Parents need to strive to help their children develop realistic
self-concepts that include recognition of both strengths and weaknesses. They
need to convey to their children that they are valued as people regardless of
their performance. Recognizing the effort that a child puts into an activity
rather than focusing exclusively on the outcome can help the child develop the
attitude that learning from an experience is more important that a perfect
result. Children need to recognize that making mistakes is part of the normal
process of learning and of living.
Parents can also help their children to deal with perfectionism by
providing a safe and accepting home atmosphere where risk taking is valued as
part of a learning experience. It is important to help children focus on their
successes, however small; evaluate their standards in realistic terms; learn
from their mistakes; and develop a sense of humor.
Back to Questions
5. Should gifted children be held back a year before starting kindergarten if
they are socially immature?
Gifted children often develop unevenly, a phenomenon known among educators
as asynchronous development. For example, they can be extremely advanced
intellectually but within the normal range in physical or social skills. As a
result, teachers, and even parents, may view these children as socially
immature because their skills don't match their intellectual development.
Sometimes they interpret a child's behavior as immature when the behaviors
observed are in fact characteristic of gifted children.
Getting along with other children is one measure of maturity often used by
educators. Gifted children sometimes have difficulty relating to others their
age who do not have their verbal or intellectual skills, or do not share
similar interests. If this is interpreted as immaturity and the gifted child
is held back, waiting another year to start kindergarten may only exacerbate
the problem.
Gifted children's characteristic intense emotions can also be problematic
in evaluating their maturity. Adults may interpret their intensity as
willfulness or a lack of maturity in controlling their emotions. The behavior
resulting from this intensity can also cause difficulties with peers.
If parents have been counseled that their child is not ready for
kindergarten because of social immaturity, a careful assessment by educators
and other experts experienced in working with gifted children should be
conducted. To make an informed decision, parents need to gather as much expert
information as possible to add to their own intimate knowledge of their child.
Back to Questions
6. Will accelerating gifted children keep them from being bored in the
classroom or does it just create more problems?
Accelerating gifted children into a higher grade level class for either a
single subject or for the entire day can be beneficial academically for
students who are clearly working at a level significantly beyond that of their
classmates (Lynch, 1992). Once they have mastered their current curriculum,
they need further challenge, and acceleration is one solution. The advancement
can be positive socially, as well, particularly for those who already
routinely associate with older children. Unless a child's behavior is
extremely immature or the age difference is extreme, new classmates are
usually accepting and often do not even notice the age difference.
However, acceleration can also have negative consequences. When considering
whether to advance a child, parents must carefully assess both the academic
performance level of their child and the degree of support that will be
provided by the schools. Other needs and interests should be considered as
well, including friendships and other age-appropriate activities. In addition
to the need for academic challenge, gifted children also need time to play and
just be kids.
When parents, the GATE coordinator, school principal, and the child's
teachers, decide on acceleration, the child will need support and perhaps
instruction on how to approach the new situation. Parents need to assist their
children in understanding that they may no longer be the best in the class and
that more effort may be required to complete assignments. Most children,
however, enjoy the more challenging environment and do as well as the older
students. Fitting in well academically can also have a positive effect on the
child's social and emotional well being as the child may no longer feel so
different from his classmates. When placing a child into a higher level grade,
it is often helpful to make the change at a natural break such as when
changing to a different school, at the end of the academic year, after a
semester break, or after a long vacation.
Before making the final decision, however, parents need to be sure that
their school system can provide the proper support for their child. School
personnel should be positive and supportive and willing to deal with problems
that may arise. Parents must plan ahead for challenges that may occur from
early acceleration such as providing transportation for the child enrolled
concurrently in high school and college courses and the need to begin college
planning at an earlier date. Parents and children should anticipate some
frustration along the way.
One further consideration is the child's interest in activities in which
competition is based on physical abilities. If a child is particularly
interested in athletics, acceleration may impede the child's ability to
compete effectively. While some extracurricular sports teams are age based,
many are grade based. A child who is at least a year younger than his or her
classmates will probably be smaller and less well developed physically. This
may be most problematic when the child enters high school and must face
children considerably older in athletic activities.
While acceleration can be a good solution for children who are academically
advanced, any decision to accelerate a child must be made very carefully. Each
family must make its own decision on the balance between academics and
athletics, remembering that the consequences of academic acceleration can be
life-long whereas team sports will be important for a relatively short period
of time.
Back to Questions
Special
Challenges
1. Is it possible to have physical or learning disabilities and still be
gifted?
Just as giftedness is found within all socioeconomic, racial, ethnic,
cultural, and linguistic groups, it is also present in individuals with
disabilities. Identifying such individuals as both gifted and disabled is
sometimes very difficult, however.
Children with obvious physical disabilities such as blindness, deafness,
and cerebral palsy or other motor disorders, are readily placed in the special
education programs that focus on their specific disabilities. Recognizing that
the number of gifted children is a small percentage of the general population,
and that the number of disabled is also a small percentage, it follows that
the number of disabled gifted is extremely small. Since it is most common for
disabled children to have remedial education needs, the focus of these
programs is rarely on exceptional academic performance and the occasional
gifted disabled child is often overlooked. Even if disabled children's
giftedness is recognized, it may be extremely difficult to convince teachers,
parents, and even the children themselves that they are gifted.
It can be even more difficult to identify gifted children with learning
disabilities such as dyslexia, attention deficits, and visual or auditory
processing difficulties. These children can be overlooked because they often
use their high ability to cope with and mask their learning disabilities.
Conversely, their learning disabilities may be overlooked until they reach a
point where they are no longer able to compensate.
While children with learning and/or physical disabilities may qualify for
GATE programs based on test results, such placement may not be the most
appropriate one for them. For example, if a child needs a more structured
setting for academic success and the available GATE program emphasizes
independent study with a flexible structure, the learning environment may not
be appropriate even though the child qualifies for the program. Sometimes a
regular education classroom may be the best placement to meet the student's
needs.
In order to decide whether a child who is both gifted and disabled should
be placed in GATE program, a careful assessment must be made of both the
physical and academic needs of the child and the ability of the program to
meet those needs.
Back to Questions
2. What can parents do to assist their underachieving gifted children?
Chronic underachievement in gifted children, usually defined as an habitual
failure to perform at a level commensurate with their ability, is a serious
and widespread problem and can have many causes. In order to deal with the
problem, an important first step is to understand the reasons why the child is
underachieving.
Some gifted children are underachievers because they are not adequately
challenged in their schools. When they are required to study material they
have already mastered, expected to tutor other students, or find the
assignments tedious, they may become frustrated and lose that love of learning
and intensity that so often characterize the gifted child. These children may
still earn top grades, which makes it difficult to convince teachers, and
sometimes parents, that they are in fact underachievers. But, despite the
grades earned, if a child has decreased enthusiasm or passion for learning,
underachievement should be suspected. The key in this situation is to find a
way to challenge the student. By working with the teacher, principal, and GATE
coordinator, parents can help design a program that hopefully will restimulate
the child's interest in learning.
It is important to recognize that the issue of underachievement is
individual and complex. Barbara Clark (1997), in Growing Up Gifted,
points out a number of recurring patterns evident in gifted underachievers.
One of these recurring patterns is often identified as perfectionism. Gifted
children sometimes set standards for themselves that are unreasonably high.
For example, a project may never be good enough or complete enough to meet the
child's perceived standards. Some children even destroy their work rather than
turn in projects they consider inferior; others may stop producing altogether.
Parents should demonstrate that the child is valued and loved unconditionally
as a person, regardless of the product or performance, and that the child's
achievements are secondary.
Fear of failure is another recurring pattern of underachievement. Gifted
children are often the best performers in the classroom, a status which may be
most pronounced if they are in mixed ability classrooms. If they identify with
that image, they may consider themselves failures with even slight
fluctuations in status. When their need to be "on top" becomes of
paramount importance, they will tend to avoid taking risks or attempting new
challenges. They will choose less demanding activities, projects, or classes
in order to guarantee top grades for themselves. Sometimes, they refrain from
trying their best or completing an activity when they are unsure of the
outcome. When their performance is less than perfect, they can then explain
that it was because they did not really try.
Parents can help break this cycle by making the home a safe place where
risk taking and effort are emphasized and failure is minimized. It is also
important for parents to help their children learn to cope with failure which
includes allowing them to make mistakes. Because we want to see children be
successful at all times, it is often a difficult and painful process to allow
them to learn from making mistakes. However, if children are assisted in
overcoming small failures at an early age, they will be more able to deal with
larger difficulties as they grow older.
Parents and teachers are sometimes reluctant to give positive feedback to
gifted children for fear it may encourage them to become conceited. Because
gifted children are capable of so much, teachers and parents may lose sight of
the fact that gifted children need positive reinforcement and acknowledgement
of their accomplishments as much as any other child. When the accomplishments
of gifted children are taken for granted by their parents or teachers, they
may stop trying to achieve. When children are constantly criticized, or not
appreciated adequately for their efforts, they may simply stop trying. As
gifted children are often highly sensitive to both positive and negative
feedback parents must acknowledge their achievements.
Peer pressure may also cause gifted children to be underachievers. If
children feel ostracized by their peers, they will often do anything to try to
fit in. For example, if they are perceived as too smart by the group, they may
try to hide their intellectual ability. Exhorting children to do better or to
try harder is usually not effective because they gain something positive from
underachieving, namely acceptance by the peer group. One approach, though
difficult, is to encourage children to choose new peer groups more closely
matched to their own abilities.
This list of causes of underachievement is by no means exhaustive. If
parents suspect that their gifted child is underachieving, the key is to
recognize the problem and attempt to understand why it is occurring. While the
reason for the underachievement may not seem rational, it is important to try
to understand what the underachieving gifted child may be gaining from the
behavior. Educators and other professionals who are experienced in working
with gifted children may be able to provide support and suggestions for
intervention. It is important to intervene as soon as the problem is
recognized. See Rimm's (1994) discussion of causes and cures of
underachievement for a more complete review.
Back to Questions
3. How can parents from diverse backgrounds help their children develop a peer
group among students in their GATE programs?
Unfortunately, students with certain diverse backgrounds are
underrepresented in GATE programs. Most notable in California are
African-American and Spanish-speaking children, but also included are Native
Americans, some Asian groups, and children from low socioeconomic families.
Despite concerted efforts by state officials and local school districts to
increase identification of these students, they often find themselves isolated
as the only member of their group in their local GATE program. Some students
forego the opportunity to participate in gifted education programs precisely
because they anticipate being isolated.
Parents can help their children adjust to GATE classes or groups in which
they are isolated by stressing the many significant similarities that exist
among all gifted children, whatever their background. It is important for
parents to support their gifted child's participation in gifted programs in
order to provide them with the specialized educational opportunities they
need. Likewise, parents can actively encourage friendships with other children
in the group, showing honor and respect for each child's background. Parents
can sometimes gain additional support and assistance by participating in
parent organizations, especially those for parents of gifted children. Parent
interest, support, and involvement are the key factors in assisting gifted
children from diverse backgrounds to take advantage of the opportunities of
GATE programs.
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