Edyie

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Home : 2007 : July : 3

Edyie
By josephineg

You wrote:

"She did have a wonderful teacher that extended her activities to meet my daughters excellerated skill level."

The examples you gave are great. However, the reality is that many teachers do not
have the formal education nor the resources to extend the activities of gifted students to meet their accelerated (sic) skill levels. Not the way your daughter's wonderful teacher was able to.

Gross (1994) suggests that "whereas ability grouping with age-peers, or a moderate degree of acceleration, or a combination of these and other intervention procedures, may be an appropriate

response to the academic and social needs of moderatedly gifted students, they are not adequate to the needs of the exceptionally and profoundly gifted..."

School was always easy for me too, but not fun when I had to sit waiting for my peers to learn to read, for example, when I was already reading several grade levels ahead of them. And it was not fun when I was bullied in kindergarten by a student who did not understand my drawing and ridiculed it, inviting other students to make fun of it and me with him.

Gross writes: "Keeping with age peers is not the way to 'socialize' these children. If we isolate them from true peers in the heterogeneous classroom we place them in the position of being the one-eyed man in the country of the blind, who, far from being kig, is feared and ostracized because he has vision, or perhaps, because he can see."

All the best.