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There are more poor gifted children than there are rich gifted children.
when attempts are made to eliminate programs for the gifted on the basis
that they are"elitist," it is the poor who suffer the most.
> There are many more highly gifted children in the population than
> anyone realizes. children above 160 IQ.
> As many girls as boys (ages 3 - 12) test above 180 IQ; however, 98% of
> individuals are male. This inequity has been blamed for thousands of
> years on the lack of innate intelligence in females. The test which
> proves that there are equal numbers of males and females in the
> highest IQ ranges is no longer in use in school districts; and IQ
> testing itself has come under serious attack. If the trend continues,
> there will be no way to prove that girls are as smart as boys because
> girls are socialized into hiding their abilities and valuing their
> appearance and social skills more than their intelligence and
> Where one child in the family is found to be gifted, the chances are
> great that all
> members of the family are gifted. Brothers and sisters are usually
> within 5 or 10 points in ability. We studied 148 sets of siblings and
> found that over 1/3 were within 5 points of each other, over 3/5 were
> within 10 points, and almost 3/4 were within 13 points.
> Second children are recognized as gifted much less frequently
> than first-borns or only children. Even the first-born identical twin
> has a greater chance of being accepted in a gifted program than the
> Parents' IQ scores, when known, are usually within 10 points of
> their children's; grandparents' IQ scores are often within 10 points
> of their grandchildren's.
> Gifted children's IQ scores become depressed at approximately 9 years
> due to ceiling
> effects of the test. The ideal age for testing is between 4 and 8.
> Parents are excellent identifiers of giftedness in their
> Giftedness can be observed in the first three years by rapid
> progression through the developmental milestones.
> IQ test norms are biased against gifted children. The same raw
> score yields an IQ score for average children approximately 8 points
> lower in 1991 than in 1960, whereas for gifted children the difference
> is 31 points--a loss of one IQ point per year. Because of their low
> ceilings, none of the current tests provides valid IQ scores for
> highly gifted children.
> Many cases of underachievement are linked to chronic early ear
> infections (9 or more in the first three years), with residual effects
> of auditory sequential processing deficits. Spelling, arithmetic,
> handwriting, rote memorization, attention, and motivation to do
> written work are all typically affected.
> Highly gifted children, creative children, mathematically
> talented children, children with attention deficits, learning disabled
> children, culturally diverse children, and underachievers often are
> visual-spatial learners who require different teaching
> methods. There are methods of diagnosing this learning pattern and
> effective strategies for teaching visual-spatial learners.
> Gifted children with hidden learning disabilities (dual
> exceptionalities) are much more prevalent in the population than
> anyone realizes.
> Children with dual exceptionalities usually have at least one
> parent with the same learning pattern. Visual-spatial learners and
> children with dual exceptionalities tend to get smarter as they get
> older and often become successful adults in fields such as technology,
> architecture, engineering, aeronautics, mathematics, science, fine
> arts and business leadership.
> Over 60% of gifted children are introverted compared with 30% of the
> population. Over 75% of highly gifted children are introverted.
> Introversion correlates with introspection, reflection, the ability to
> inhibit aggression, deep sensitivity, moral
> development, high academic achievement, scholarly contributions,
> leadership in
> academic and aesthetic fields in adult life, and smoother passage
> through midlife;
> however, it is very likely to be misunderstood and "corrected" in
> Perfectionism, sensitivity and intensity are three personality traits
> associated with
> giftedness. They are derived from the complexity of the child's
> cognitive and emotional development. According to Dabrowski's theory,
> these traits are indicative of potential for high moral values in
> adult life. The brighter the child, the earlier and more profound is
> his or her concern with moral issues.
> Gifted girls and gifted boys have different coping mechanisms
> and are likely to face different problems. Gifted girls hide their
> abilities and learn to blend in with other children. In elementary
> school they direct their mental energies into developing social
> relationships; in junior high school they are valued for their
> appearance and sociability rather than for their intelligence. Gifted
> boys are often considered "immature" and may be held back in school
> if they cannot socialize with children their own age with whom they
> have no common interests.
> Mildly, moderately, highly and extraordinarily gifted children
> are as different from each other as mildly, moderately, severely and
> profoundly retarded children are from each other, but the differences
> among levels of giftedness are rarely recognized.
> Gifted children have better social adjustment in classes with
> children like themselves; the brighter the child, the lower the
> child's social self-concept in regular classrooms. Social
> self-concept immediately improves when children are placed with true
> peers in special classes.