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Veterans of gifted education agree that teaching these children is both a joy and a challenge. Acceleration: This can mean moving ahead to a higher grade level in some subjects or skipping one or more grades entirely. Ability grouping: This means putting learners in small groups according to their ability in a given subject area. Enrichment: Enriched instruction provides opportunities to go deeper and wider into the curriculum, rather than faster, and is the approach favoured by most Ontario school boards.
Pullout programs take gifted children out of their regular classrooms for part of their school week, while congregated classes consist entirely of identified gifted students. A 2011 survey conducted by the Association for Bright Children of Ontario revealed that only 13 Ontario school boards have the body count to offer congregated classes; most others provide withdrawal programs or enrichment within the regular classroom, and five report having no specific programming at all.
But geographical spread isn’t the only reason some boards and schools prefer to keep gifted children in the regular classroom. In an ideal world, schools would have several gifted programming options, because the best choice for one child may be the very worst for another. Foster says she saw a recalcitrant young boy go to town with a project when allowed to choose his own topic.
When Tara was nine, she attended a summer program with a teacher who evidently hadn’t received that memo. For all their surface bravura, many gifted students expect more of themselves than any teacher does.
Still more of a challenge is the underachieving gifted child who sits stonily at his desk. Gifted children are often thought to be socially awkward, but Slade says this is misguided.


That’s where the teacher comes in, says William Morton, OCT, who teaches gifted elementary school students with the Ottawa-Carleton DSB. The one-two punch of giftedness and puberty often widens the gap between gifted students and others. He fidgets to beat the band but can solve a four-by-four Rubik’s cube in less than five minutes. To identify a gifted child, most Ontario school boards use a combination of teacher recommendations, the child’s abilities and cognitive testing.
Association for Bright Children of Ontario: This multi-chapter volunteer advocacy group provides information and support to parents of gifted children.
Gifted e-learning centre: This London Catholic DSB website includes lesson plans and information about competitions and summer camps. Thinking Outside the Box: This site, developed by Avon Maitland DSB teachers of gifted students, provides information about the SOAR (Self-directed Opportunities, Achievements and Rewards) pullout program for gifted students. Being Smart about Gifted Education (Great Potential Press, 2009): Written by two Toronto professors, this award-winning book helps parents and teachers foster high-level development in children. Teaching Gifted Children in the Regular Classroom (Monarch Books, 2002): This guide describes a range of strategies to meet the needs of gifted students in their regular classrooms.
In a recent survey conducted by the Peel DSB, only 56 per cent of gifted elementary school children felt that special programming matched their academic needs.
According to Nick Colangelo, director and co-founder of the International Center for Gifted Education and Talent Development at the University of Iowa, acceleration is the best documented of any education strategy for gifted learners. If the student scores high enough on the test, she can work on independent projects rather than answering questions one to 10 in the textbook, says Yolanda Stevenson, an education counsellor with the Conseil scolaire de district catholique Centre-Sud.
These options give gifted children an incalculable benefit: time with their intellectual peers. In his all-gifted classes, he has his students role-play answers to hurtful salvos they might encounter in the schoolyard.
She goes the extra mile in all her school assignments, even in subjects that bore her mightily. Consulta nuestras Condiciones de uso y nuestra Politica de privacidad para mas informacion.


Consulta nuestra Politica de privacidad y nuestras Condiciones de uso para mas informacion. In a cash-strapped education system, it’s no surprise that media articles and reports sometimes question the need for gifted programming. Not only did he share his research and teach everyone else in the class, but he arranged for a truck to come to the parking lot of the school. The homeroom teacher and support team nominate certain Grade 2 students for assessment. If full-grade acceleration isn’t an option, students can move ahead in their strongest subjects.
When she put the question to one of her disengaged Grade 4 students, he fessed up to a passion for panda bears, an endangered species. When these students are in Grade 3, a specially trained psychologist gives them two subtests from the Wechsler Intelligence Scale for Children (WISC-IV).
As Rosanna Del Grosso, president of the Association for Bright Children of Ontario, sees it, “Gifted ed is part of Special Ed, meaning education for a group of kids with special needs. Some write like university professors; others lose their bearings when stringing words together. He made posters, organized a high school bake sale, had some older kids bake cupcakes with a panda motif and raised $300 for the cause.
Several have learning disabilities that mask their true capabilities – like Scott, who has Asperger syndrome, and John, who has a severe writing disability.
Though she found it easier to connect with a few of the boys, middle school remained a social wasteland for her. In short, the stereotype of the calculator-toting chess champion doesn’t bear up to reality.



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