Academic Advocacy for Gifted Children A Parent's Complete Guide

ISBN-10: 091070788X

ISBN-13: 9780910707886

Edition: 2008 (Revised)

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Description: Formerly titled Empowering Gifted Minds: Educational Advocacy That Works, this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a childs abilities to provide reasonable educational options year by year. This book provides imperative information on testing considerations, curriculum, successful programs, and planning your childs education. It is an essential guide.

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Book details

List price: $24.95
Copyright year: 2008
Publisher: Great Potential Press, Inc.
Binding: Paperback
Pages: 376
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 1.100
Language: English

Acknowledgementsp. vii
Introductionp. 1
The Experience of Giftednessp. 7
Advanced Developmental Historyp. 8
Unnecessary Damagep. 10
Teach to Their Level, Pace, and Learning Stylep. 10
Personality Characteristicsp. 12
Social Developmentp. 14
Out-of-Sync with Middle Schoolp. 14
Mental Agep. 16
Underachieving Older Boysp. 17
Poor Study and Organizational Skillsp. 18
Girls: Suffering Silently or Going Undergroundp. 18
Teachers Vary in Their Knowledge of the Giftedp. 20
Gifted Introverts Are Vulnerablep. 22
A National Discomfort with Giftednessp. 23
The Need for Vigilant Advocacyp. 24
Observations on the Inner Experience of Giftedness, by Quinn O'Learyp. 26
For Further Readingp. 28
What Do We Mean by Gifted?p. 29
Definitionsp. 30
The G Wordp. 30
The 130 IQp. 31
What Do IQ Tests Measure?p. 32
High Achievementp. 34
Teacher Recommendations and Student Interviewsp. 35
Educational Definitions of Giftednessp. 35
Multiple Intelligencesp. 37
Dealing with Asynchronyp. 39
Giftedness as Asynchronous Developmentp. 39
The Asynchrony of Advanced Mental Agep. 39
The Further Complication of Emotional Agep. 40
Achievement vs. Developmental Advancementp. 41
Personality and Other Traits of the Giftedp. 42
Characteristics of Giftedness in Childrenp. 42
Other Gifted Characteristicsp. 45
Introversionp. 45
Early Self-Efficacyp. 46
Familial Histories of Giftednessp. 46
Giftedness in Adultsp. 47
Levels of Giftednessp. 48
The Moderately Giftedp. 49
The Highly Giftedp. 51
The Exceptionally and Profoundly Giftedp. 53
Children with the Highest IQ Scoresp. 55
What Is Giftedness?, by Quinn O'Learyp. 55
For Further Readingp. 57
Testing Considerationsp. 59
Choosing a Testerp. 60
The Cost of Testingp. 65
Which Tests Should Be Given?p. 69
IQ Testsp. 70
Wechsler Testsp. 71
Stanford-Binet Testsp. 75
Other Cognitive Testsp. 76
Ceiling Problems: Scoring beyond the Limits of IQ Testsp. 77
IQ Tests and Minoritiesp. 81
Achievement Testsp. 82
Personality Testsp. 85
Emotional Inventories and Projective Testsp. 85
Further Diagnostic Testsp. 86
Preparing Your Child for Testingp. 87
Preparing for the Follow-Up Conferencep. 87
Understanding the Gifted through Testingp. 89
Testing, by Quinn O'Learyp. 89
For Further Readingp. 91
Curriculum and Instructionp. 93
A Typical Curriculump. 93
Sequential Teachingp. 95
Learning Style Needsp. 95
How Different Are the Gifted as Students?p. 96
Learning Ratep. 96
Typical Test Score Patterns for Younger Gifted Childrenp. 98
Choose Achievement Tests Carefullyp. 101
Typical Test Score Patterns for Older Gifted Childrenp. 101
Instructional Approachesp. 108
Curriculum Compactingp. 108
Advanced Independent Studyp. 109
Subject Accelerationp. 110
Mentors and Other Opportunities Outside of Schoolp. 110
Acceleration vs. Enrichmentp. 110
The Individual Education Planp. 111
Successful Instructional Assumptionsp. 112
Grouping Strategiesp. 114
Anti-Trackingp. 114
Cooperative Learningp. 115
Research on Groupingp. 116
A Curriculum and Instruction Challengep. 120
Curriculum and Instruction, by Quinn O'Learyp. 122
For Further Readingp. 124
Why Gifted Children Fail to Achieve: Preface to Chapters 5 and 6p. 127
Underachievement: When a Child Is Too Advanced for the Educational Programp. 129
Underachievement in Girlsp. 129
Underachievement in Boysp. 130
Quinnp. 131
Scars of Alienationp. 135
The Effect of High School Attendance Policiesp. 136
Closeness to Familyp. 137
Viewing Spirit as Strengthp. 137
The Risk of Dropping Outp. 139
Be Willing to Accept Optionsp. 139
Supporting a Student's Motivation to Learnp. 140
Underachievement, by Quinn O'Learyp. 140
For Further Readingp. 144
Underachievement: Gifted Children with Learning Disabilities or Other Deficitsp. 145
What Exactly Is a Learning Disability?p. 146
Types of Learning Disabilitiesp. 148
Twice-Exceptional Children Refused IDEA Servicesp. 149
Other Deficitsp. 150
Exploring the Disabilities of the Giftedp. 151
Spatial Strengths and Sequential Weaknessesp. 151
Central Auditory Processing Disorderp. 152
Vision and Visual Processing Deficitsp. 155
Fine-Motor Deficitsp. 156
Sensory Processing Disorder/Sensory Integration Dysfunctionp. 157
Gifted Children with Severe Learning Disabilitiesp. 159
Emmap. 159
Underachievement Due to Attentional Deficitsp. 166
Serafinap. 166
The Difficulty of Diagnosing and Treating ADHD in the Giftedp. 171
Enabling the Twice Exceptional to Bloomp. 173
For Further Readingp. 175
Successful Programs for Gifted Studentsp. 177
Seek the Best Options Availablep. 177
Self-Contained Classrooms or Schools for the Giftedp. 177
Charter and Magnet Schoolsp. 179
Home Schoolingp. 179
Typical Schools with Grade and Subject Accelerationp. 180
Private Tutors and Mentorsp. 181
Distance-Learning Coursesp. 182
Private and Parochial Schools (Not Specifically for Gifted Children)p. 183
Advanced High School Programsp. 184
Concurrent Enrollment in High School and Collegep. 184
Individualization within the Regular Classroomp. 185
Less Successful Optionsp. 186
Irrelevant Enrichmentp. 186
Acceleration Opportunities Too Small in Scopep. 187
The Teacher's Helperp. 188
The Least Restrictive Environmentp. 188
Choosing a Programp. 190
Prior to School Entrancep. 190
Choosing an Elementary Schoolp. 191
Assessment Aids Planningp. 192
An Individual Education Plan (IEP)p. 193
Middle School Choicesp. 194
High School Programsp. 194
Finding the Perfect Programp. 196
Program Options, by Quinn O'Learyp. 197
For Further Readingp. 199
Models of Advocacy for Parentsp. 203
Demonstrate a Documented Needp. 203
Follow the Chain of Commandp. 204
Arrange a Conference with the Teacherp. 204
Bring an Expertp. 205
Create an IEPp. 205
Meet with the Principalp. 206
Consult Counselors, School Psychologists, and G/T Coordinatorsp. 207
Consider Involving District Personnelp. 207
Pursue Committee Membership When You Have Extra Timep. 208
When Do We Give Up?p. 210
Interviewing Principals and Choosing a Schoolp. 212
Home Schoolingp. 213
Choices in Advocacyp. 218
For Further Readingp. 221
Teachers of the Giftedp. 223
Lin Greene: Teaching Gifted Elementary Studentsp. 223
Make a Written Planp. 224
Look for an Advanced Placement in a Subject of Strengthp. 225
What Level of Advanced Work Does the Child Need?p. 226
Consider Additional Opportunitiesp. 226
Be Aware of Social and Emotional Issuesp. 227
Don't Rely on the Gifted Programp. 228
Identify Gifted Children in the Classroomp. 228
Teach Research Skills and Independent Learningp. 229
Use Parent Volunteersp. 230
Avoid Pairing Gifted and Struggling Students for Instructionp. 230
Accommodate Different Classroom Learning Ratesp. 230
Be a Strong-Willed Teacherp. 231
Advice to Parentsp. 233
Advice to Teachersp. 233
Sharon Sikora: Teaching the Gifted Middle Schoolerp. 234
How Does the Range of Student Ability Restrict Teaching?p. 234
Must Today's Teachers Teach to State Tests?p. 235
Preferable Teaching Approaches: Maintain High Standardsp. 239
Learn to Trustp. 239
Ensure that Teachers Have a Strong Content Backgroundp. 240
Allow Any Questionp. 240
Ask Open-Ended Questionsp. 242
Richard Borinsky: Challenging Gifted High School Studentsp. 244
Challenges of Instructional Groupingp. 244
On Gradingp. 246
Instruction-Empower Independent Learningp. 246
Resist Authoritarianismp. 249
Maintain High Expectationsp. 249
Establish a Strong Content Backgroundp. 250
Care about Studentsp. 250
Be a Passionate Teacherp. 252
Elizabeth Maxwell: Reflections on Gifted Educationp. 252
The Gifted Teacher's Best Characteristics: Appreciate Their Giftsp. 252
Facilitate Learningp. 253
Empower Studentsp. 253
Don't Tolerate "Meanness"p. 253
Teach Research and Interview Skillsp. 254
Be Sensitive to Affective Needsp. 254
Address "Being in the Gifted Class"p. 254
Involve Students in Self-Evaluationp. 255
Be Flexible: Allow Instructional Plans to Changep. 255
Help Students Stretchp. 255
Be a Rebelp. 255
Make Homework Meaningfulp. 256
Resist Authoritarianism at Schoolp. 257
Understand the Characteristics of Giftednessp. 257
Discover Dabrowski's Overexcitabilitiesp. 257
Teachers of the Gifted, by Quinn O'Learyp. 258
Charter Schools-In Principle and Practicep. 261
Creating a School from the Ground Upp. 262
The Call to Armsp. 262
The Organizing Committeep. 264
Writing the Applicationp. 265
Site Challengesp. 266
Choosing Curriculump. 266
Summit Middle School in 1997p. 267
Summit Middle School in 2003p. 272
Curriculum Changesp. 273
Englishp. 273
Sciencep. 274
Social Studiesp. 274
Mathp. 275
Foreign Languagep. 275
Electivesp. 275
Politics, Politicsp. 276
Can Charter Schools Meet the Needs of Gifted Students?p. 277
Summit, by Quinn O'Learyp. 281
For Further Readingp. 283
Planning Your Child's Program-Year by Yearp. 285
The Diagnostic-Prescriptive Curriculump. 286
Elementary Schoolp. 287
Early Entrancep. 287
Accommodations in Kindergarten and the Primary Gradesp. 288
The IEPp. 289
Integrating Outside Coursework into the IEPp. 296
Full-Grade Accelerationp. 296
Enrichment/Academic Experiences Outside of Schoolp. 298
Talent Searches and Related Programsp. 298
The Move to Middle Schoolp. 299
Providing Accelerated Middle School Courseworkp. 300
High School Courses for Middle Schoolersp. 300
Distance-Learning Coursesp. 300
College Courses for Middle Schoolersp. 300
Credit for Accelerated Workp. 301
Grade Acceleration in Middle Schoolp. 302
High Schoolp. 302
Different Offerings in Different High Schoolsp. 302
The Importance of Proper Class Placementsp. 303
Maintaining Challengep. 308
Concurrent College Enrollmentp. 308
Other Course Options and Opportunitiesp. 310
A Continued Need for Advocacyp. 311
Twice-Exceptional Studentsp. 312
Support Both the Giftedness and the Deficit(s)p. 312
Consider IDEA (Special Education Services) and 504 Plansp. 313
Advocating for Children with Higher Levels of Giftednessp. 314
Consider Even Higher Level and Faster Pace of Instructionp. 314
Provide Achievement Testingp. 315
Accelerate with Carep. 316
Consider Outside Courseworkp. 316
Help Teacher Advocatesp. 317
Support Personality Characteristicsp. 317
Nurture Social Developmentp. 318
Becoming the Gifted Advocate and Educational Program Managerp. 319
For Further Readingp. 320
Afterword: The Call to Armsp. 323
Essential Resourcesp. 329
Referencesp. 337
Endnotesp. 343
Indexp. 347
About the Authorp. 357
Table of Contents provided by Ingram. All Rights Reserved.
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