Tuesday, August 22, 2017

One of the greatest barriers to gifted education

What is one of the greatest barriers to understanding, accepting and educating gifted children?

Stereotyping

Gifted children and adults are the target of misconceptions, unrealistic expectations, and gross distortions about their basic nature. Stereotyping leads to sweeping generalizations and assumptions based on limited facts, and is fueled by suspicion, envy, and bitterness. Stereotyping also creates a false sense of certainty about what one knows as "truth" and understands as the "facts."



Here are a few common stereotypes and false beliefs about gifted people and gifted education:


  • Giftedness is the product of coaching, "hot-housing," and excessive intervention from anxious parents.


  • Gifted people are nerdy social misfits, as commonly portrayed in film and the media.

  • Gifted education is elitist, is not equitable, and hurts at-risk children who are more deserving of resources.

  • Gifted children are expected to do just fine even if they don't receive an appropriate education. After all, they are smart enough to succeed on their own.

Like any stereotype, those aimed at gifted people are borne of unfamiliarity, misunderstanding, and sometimes fear and envy. Gifted children are sometimes perceived as having received "too many intellectual gifts," so need to be "taken down a notch." They are mocked and bullied for their differences, high intellect, or academic success. Their opportunities at school are often limited in an attempt to compensate others without said "gifts."

The term "gifted" itself evokes longing and bitterness among some whose children are not identified. While most people recognize that giftedness is associated with unique and exceptional abilities that are not the norm, some even deny this by claiming that "every child is gifted." Some teachers and administrators who lack training in gifted education may subscribe to this belief, and assume that any child can achieve to the same extent as a gifted child if the same opportunities are provided.

When gifted students are successful, they are scrutinized for fallibility and imperfections. Higher expectations often are placed upon them, despite an absence of sufficient guidance. Those who excel are seen as magically achieving their goals without effort. If they fail to achieve stellar accomplishments, they are disparaged for either not achieving noteworthy markers of success, or somehow lacking "grit."

Some gifted children's social and emotional traits are misdiagnosed and mistaken for various problems, such as Aspergers, ADHD, or OCD. Learning disabilities are frequently overlooked, given widely held beliefs that learning difficulties are absent among gifted children. These twice exceptional children often struggle "twice as much" to acquire the academic services they need.

If stereotyping of the gifted remained only a personal set of beliefs, it would be bad enough. But unfortunately, stereotyping informs school policy and educational funding decisions. When all children are seen as gifted, or when the gifted are viewed as less deserving of educational resources, or when gifted education is perceived as elitist, gifted children suffer.

There is much work to be done. Parents, teachers, leaders in education need to challenge stereotypes and misconceptions and advocate for the needs of gifted students. The more accurate the information that is shared, the more we can help these frequently underserved children.

Wednesday, August 16, 2017

Helping your gifted child in the aftermath of Charlottesville

Most gifted children and teens have a heightened sensitivity and an acute awareness of what seems fair and socially just. As a result, distressing events such as those that occurred recently in Charlottesville may hit them particularly hard. As a parent, it is essential to offer the appropriate age-based support and remain attuned to what your child needs.

Here are some tips:

1. Young children may not fully grasp the full scope of events, but still may react to what they overhear. They may see snippets of fighting on TV, notice their family's distress, or overhear other adults talking about what occurred. They may formulate their own (often inaccurate) assessment of events. Will the Nazis come and get us? Will there be riots near my school?  

You need to provide simple, reassuring statements to calm any lurking anxiety - even if your child is not overtly expressing it. Look to see if he seems more withdrawn, if his play seems more "aggressive," if he has trouble sleeping. Let him know that there was some protesting against some angry people (with beliefs that your family does not agree with), but that it is over now, and that no one is coming to your town or your house. If your child asks about the beliefs, you can simply say that these include believing that some people are not OK just because of their skin color or religion - and that you don't agree with that.

2. Older children and teens may be much more aware of the events and able to express their anger or anxiety. Again, try to reassure your child that you will keep her safe, and that it is not likely that such an event will happen in your town. If your teen wants to participate in a vigil or anti-hate march, you can assess the potential safety of the event, and decide to accompany her as a family effort. You might also suggest other ways your child or teen can express frustration, such as letter-writing, contacting government representatives, or getting involved in volunteer work.

Many inquisitive gifted teens want to understand the reasons for certain behaviors. They may pursue theories about the causes of racism, anti-Semitism, and bigotry. Depending on their age and maturity, they may benefit from articles ranging from historical reviews of slavery and the Holocaust to the social psychology of racism to current trends in the rise of hate groups. While this research may quell their thirst for knowledge, it may create further anxiety and distress.

3. Model appropriate reactions. Even if you are distressed, try not to overreact in front of your child. State your opinions, but also your plan of action. You might mention that you plan to write letters, participate in a vigil, or increase your volunteer work. This demonstrates to your child that even when there are distressing national or world events, no one has to remain passive. We each can take charge - even in a small way. This may help your child feel less powerless, address any existential angst that may be developing, and provide an outlet for his fears.

4. Help your child find healthy distractions. Continue life as usual, and remind your child that it is OK to continue to work, study and play as always. If your child wants to get involved, help her investigate volunteer activities at school or in the community that might spark an interest.

You cannot shield your child from the distressing events in the news. But as a loving parent, you can provide a buffer, a resource, and a guide to help your child manage the confusing, overwhelming emotions that follow.


A similar version of this article was published in PsychReg.