Acknowledgements | p. vii |
Introduction | p. 1 |
The Experience of Giftedness | p. 7 |
Advanced Developmental History | p. 8 |
Unnecessary Damage | p. 10 |
Teach to Their Level, Pace, and Learning Style | p. 10 |
Personality Characteristics | p. 12 |
Social Development | p. 14 |
Out-of-Sync with Middle School | p. 14 |
Mental Age | p. 16 |
Underachieving Older Boys | p. 17 |
Poor Study and Organizational Skills | p. 18 |
Girls: Suffering Silently or Going Underground | p. 18 |
Teachers Vary in Their Knowledge of the Gifted | p. 20 |
Gifted Introverts Are Vulnerable | p. 22 |
A National Discomfort with Giftedness | p. 23 |
The Need for Vigilant Advocacy | p. 24 |
Observations on the Inner Experience of Giftedness, by Quinn O'Leary | p. 26 |
For Further Reading | p. 28 |
What Do We Mean by Gifted? | p. 29 |
Definitions | p. 30 |
The G Word | p. 30 |
The 130 IQ | p. 31 |
What Do IQ Tests Measure? | p. 32 |
High Achievement | p. 34 |
Teacher Recommendations and Student Interviews | p. 35 |
Educational Definitions of Giftedness | p. 35 |
Multiple Intelligences | p. 37 |
Dealing with Asynchrony | p. 39 |
Giftedness as Asynchronous Development | p. 39 |
The Asynchrony of Advanced Mental Age | p. 39 |
The Further Complication of Emotional Age | p. 40 |
Achievement vs. Developmental Advancement | p. 41 |
Personality and Other Traits of the Gifted | p. 42 |
Characteristics of Giftedness in Children | p. 42 |
Other Gifted Characteristics | p. 45 |
Introversion | p. 45 |
Early Self-Efficacy | p. 46 |
Familial Histories of Giftedness | p. 46 |
Giftedness in Adults | p. 47 |
Levels of Giftedness | p. 48 |
The Moderately Gifted | p. 49 |
The Highly Gifted | p. 51 |
The Exceptionally and Profoundly Gifted | p. 53 |
Children with the Highest IQ Scores | p. 55 |
What Is Giftedness?, by Quinn O'Leary | p. 55 |
For Further Reading | p. 57 |
Testing Considerations | p. 59 |
Choosing a Tester | p. 60 |
The Cost of Testing | p. 65 |
Which Tests Should Be Given? | p. 69 |
IQ Tests | p. 70 |
Wechsler Tests | p. 71 |
Stanford-Binet Tests | p. 75 |
Other Cognitive Tests | p. 76 |
Ceiling Problems: Scoring beyond the Limits of IQ Tests | p. 77 |
IQ Tests and Minorities | p. 81 |
Achievement Tests | p. 82 |
Personality Tests | p. 85 |
Emotional Inventories and Projective Tests | p. 85 |
Further Diagnostic Tests | p. 86 |
Preparing Your Child for Testing | p. 87 |
Preparing for the Follow-Up Conference | p. 87 |
Understanding the Gifted through Testing | p. 89 |
Testing, by Quinn O'Leary | p. 89 |
For Further Reading | p. 91 |
Curriculum and Instruction | p. 93 |
A Typical Curriculum | p. 93 |
Sequential Teaching | p. 95 |
Learning Style Needs | p. 95 |
How Different Are the Gifted as Students? | p. 96 |
Learning Rate | p. 96 |
Typical Test Score Patterns for Younger Gifted Children | p. 98 |
Choose Achievement Tests Carefully | p. 101 |
Typical Test Score Patterns for Older Gifted Children | p. 101 |
Instructional Approaches | p. 108 |
Curriculum Compacting | p. 108 |
Advanced Independent Study | p. 109 |
Subject Acceleration | p. 110 |
Mentors and Other Opportunities Outside of School | p. 110 |
Acceleration vs. Enrichment | p. 110 |
The Individual Education Plan | p. 111 |
Successful Instructional Assumptions | p. 112 |
Grouping Strategies | p. 114 |
Anti-Tracking | p. 114 |
Cooperative Learning | p. 115 |
Research on Grouping | p. 116 |
A Curriculum and Instruction Challenge | p. 120 |
Curriculum and Instruction, by Quinn O'Leary | p. 122 |
For Further Reading | p. 124 |
Why Gifted Children Fail to Achieve: Preface to Chapters 5 and 6 | p. 127 |
Underachievement: When a Child Is Too Advanced for the Educational Program | p. 129 |
Underachievement in Girls | p. 129 |
Underachievement in Boys | p. 130 |
Quinn | p. 131 |
Scars of Alienation | p. 135 |
The Effect of High School Attendance Policies | p. 136 |
Closeness to Family | p. 137 |
Viewing Spirit as Strength | p. 137 |
The Risk of Dropping Out | p. 139 |
Be Willing to Accept Options | p. 139 |
Supporting a Student's Motivation to Learn | p. 140 |
Underachievement, by Quinn O'Leary | p. 140 |
For Further Reading | p. 144 |
Underachievement: Gifted Children with Learning Disabilities or Other Deficits | p. 145 |
What Exactly Is a Learning Disability? | p. 146 |
Types of Learning Disabilities | p. 148 |
Twice-Exceptional Children Refused IDEA Services | p. 149 |
Other Deficits | p. 150 |
Exploring the Disabilities of the Gifted | p. 151 |
Spatial Strengths and Sequential Weaknesses | p. 151 |
Central Auditory Processing Disorder | p. 152 |
Vision and Visual Processing Deficits | p. 155 |
Fine-Motor Deficits | p. 156 |
Sensory Processing Disorder/Sensory Integration Dysfunction | p. 157 |
Gifted Children with Severe Learning Disabilities | p. 159 |
Emma | p. 159 |
Underachievement Due to Attentional Deficits | p. 166 |
Serafina | p. 166 |
The Difficulty of Diagnosing and Treating ADHD in the Gifted | p. 171 |
Enabling the Twice Exceptional to Bloom | p. 173 |
For Further Reading | p. 175 |
Successful Programs for Gifted Students | p. 177 |
Seek the Best Options Available | p. 177 |
Self-Contained Classrooms or Schools for the Gifted | p. 177 |
Charter and Magnet Schools | p. 179 |
Home Schooling | p. 179 |
Typical Schools with Grade and Subject Acceleration | p. 180 |
Private Tutors and Mentors | p. 181 |
Distance-Learning Courses | p. 182 |
Private and Parochial Schools (Not Specifically for Gifted Children) | p. 183 |
Advanced High School Programs | p. 184 |
Concurrent Enrollment in High School and College | p. 184 |
Individualization within the Regular Classroom | p. 185 |
Less Successful Options | p. 186 |
Irrelevant Enrichment | p. 186 |
Acceleration Opportunities Too Small in Scope | p. 187 |
The Teacher's Helper | p. 188 |
The Least Restrictive Environment | p. 188 |
Choosing a Program | p. 190 |
Prior to School Entrance | p. 190 |
Choosing an Elementary School | p. 191 |
Assessment Aids Planning | p. 192 |
An Individual Education Plan (IEP) | p. 193 |
Middle School Choices | p. 194 |
High School Programs | p. 194 |
Finding the Perfect Program | p. 196 |
Program Options, by Quinn O'Leary | p. 197 |
For Further Reading | p. 199 |
Models of Advocacy for Parents | p. 203 |
Demonstrate a Documented Need | p. 203 |
Follow the Chain of Command | p. 204 |
Arrange a Conference with the Teacher | p. 204 |
Bring an Expert | p. 205 |
Create an IEP | p. 205 |
Meet with the Principal | p. 206 |
Consult Counselors, School Psychologists, and G/T Coordinators | p. 207 |
Consider Involving District Personnel | p. 207 |
Pursue Committee Membership When You Have Extra Time | p. 208 |
When Do We Give Up? | p. 210 |
Interviewing Principals and Choosing a School | p. 212 |
Home Schooling | p. 213 |
Choices in Advocacy | p. 218 |
For Further Reading | p. 221 |
Teachers of the Gifted | p. 223 |
Lin Greene: Teaching Gifted Elementary Students | p. 223 |
Make a Written Plan | p. 224 |
Look for an Advanced Placement in a Subject of Strength | p. 225 |
What Level of Advanced Work Does the Child Need? | p. 226 |
Consider Additional Opportunities | p. 226 |
Be Aware of Social and Emotional Issues | p. 227 |
Don't Rely on the Gifted Program | p. 228 |
Identify Gifted Children in the Classroom | p. 228 |
Teach Research Skills and Independent Learning | p. 229 |
Use Parent Volunteers | p. 230 |
Avoid Pairing Gifted and Struggling Students for Instruction | p. 230 |
Accommodate Different Classroom Learning Rates | p. 230 |
Be a Strong-Willed Teacher | p. 231 |
Advice to Parents | p. 233 |
Advice to Teachers | p. 233 |
Sharon Sikora: Teaching the Gifted Middle Schooler | p. 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 Standards | p. 239 |
Learn to Trust | p. 239 |
Ensure that Teachers Have a Strong Content Background | p. 240 |
Allow Any Question | p. 240 |
Ask Open-Ended Questions | p. 242 |
Richard Borinsky: Challenging Gifted High School Students | p. 244 |
Challenges of Instructional Grouping | p. 244 |
On Grading | p. 246 |
Instruction-Empower Independent Learning | p. 246 |
Resist Authoritarianism | p. 249 |
Maintain High Expectations | p. 249 |
Establish a Strong Content Background | p. 250 |
Care about Students | p. 250 |
Be a Passionate Teacher | p. 252 |
Elizabeth Maxwell: Reflections on Gifted Education | p. 252 |
The Gifted Teacher's Best Characteristics: Appreciate Their Gifts | p. 252 |
Facilitate Learning | p. 253 |
Empower Students | p. 253 |
Don't Tolerate "Meanness" | p. 253 |
Teach Research and Interview Skills | p. 254 |
Be Sensitive to Affective Needs | p. 254 |
Address "Being in the Gifted Class" | p. 254 |
Involve Students in Self-Evaluation | p. 255 |
Be Flexible: Allow Instructional Plans to Change | p. 255 |
Help Students Stretch | p. 255 |
Be a Rebel | p. 255 |
Make Homework Meaningful | p. 256 |
Resist Authoritarianism at School | p. 257 |
Understand the Characteristics of Giftedness | p. 257 |
Discover Dabrowski's Overexcitabilities | p. 257 |
Teachers of the Gifted, by Quinn O'Leary | p. 258 |
Charter Schools-In Principle and Practice | p. 261 |
Creating a School from the Ground Up | p. 262 |
The Call to Arms | p. 262 |
The Organizing Committee | p. 264 |
Writing the Application | p. 265 |
Site Challenges | p. 266 |
Choosing Curriculum | p. 266 |
Summit Middle School in 1997 | p. 267 |
Summit Middle School in 2003 | p. 272 |
Curriculum Changes | p. 273 |
English | p. 273 |
Science | p. 274 |
Social Studies | p. 274 |
Math | p. 275 |
Foreign Language | p. 275 |
Electives | p. 275 |
Politics, Politics | p. 276 |
Can Charter Schools Meet the Needs of Gifted Students? | p. 277 |
Summit, by Quinn O'Leary | p. 281 |
For Further Reading | p. 283 |
Planning Your Child's Program-Year by Year | p. 285 |
The Diagnostic-Prescriptive Curriculum | p. 286 |
Elementary School | p. 287 |
Early Entrance | p. 287 |
Accommodations in Kindergarten and the Primary Grades | p. 288 |
The IEP | p. 289 |
Integrating Outside Coursework into the IEP | p. 296 |
Full-Grade Acceleration | p. 296 |
Enrichment/Academic Experiences Outside of School | p. 298 |
Talent Searches and Related Programs | p. 298 |
The Move to Middle School | p. 299 |
Providing Accelerated Middle School Coursework | p. 300 |
High School Courses for Middle Schoolers | p. 300 |
Distance-Learning Courses | p. 300 |
College Courses for Middle Schoolers | p. 300 |
Credit for Accelerated Work | p. 301 |
Grade Acceleration in Middle School | p. 302 |
High School | p. 302 |
Different Offerings in Different High Schools | p. 302 |
The Importance of Proper Class Placements | p. 303 |
Maintaining Challenge | p. 308 |
Concurrent College Enrollment | p. 308 |
Other Course Options and Opportunities | p. 310 |
A Continued Need for Advocacy | p. 311 |
Twice-Exceptional Students | p. 312 |
Support Both the Giftedness and the Deficit(s) | p. 312 |
Consider IDEA (Special Education Services) and 504 Plans | p. 313 |
Advocating for Children with Higher Levels of Giftedness | p. 314 |
Consider Even Higher Level and Faster Pace of Instruction | p. 314 |
Provide Achievement Testing | p. 315 |
Accelerate with Care | p. 316 |
Consider Outside Coursework | p. 316 |
Help Teacher Advocates | p. 317 |
Support Personality Characteristics | p. 317 |
Nurture Social Development | p. 318 |
Becoming the Gifted Advocate and Educational Program Manager | p. 319 |
For Further Reading | p. 320 |
Afterword: The Call to Arms | p. 323 |
Essential Resources | p. 329 |
References | p. 337 |
Endnotes | p. 343 |
Index | p. 347 |
About the Author | p. 357 |
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