GT Kids and Behavior: Seven Strategies to Help Kids (and Parents) Cope Author: Christine Fonseca
Sage Journals Online, Remedial and Special Eucation; Article - Special-Class Placement, Level of Intelligence, and the Self-Concepts of Gifted Children: A Social Comparison Perspective, by J. Michael Coleman, Betty Ann Fults
Some Underlying MYTHS About Gifted Children
[Webb, James T. OCC-GATE Conference, UCI, October, 2001 [Berger, Sandra]
• They can succeed without help and have everything going their way.
• They are not aware of being different unless someone tells them they are.
• They will reveal their giftedness in school and will want to emphasize it.
• They need constant demands to live up to their potential if they are to achieve.
• They are as stable and mature emotionally as they are bright
• They enjoy serving as "examples" for other children
• Their special abilities are always prized by their families, teachers, and peers.
TRUTHS About Some Gifted Children
[Webb, James T. OCC-GATE Conference, UCI, October, 2001 [Berger, Sandra]
• Their perfectionistic tendencies lead to fear of failure, which then interferes with achievement.
• They are asynchronous. Their chronological age, social, physical, emotional and intellectual
development may all be at different levels. (For example, a 5-year old may be able to read and
comprehend a third-grade book, but may not be able to write legibly.)
• They may be so far ahead of their age mates that they become bored which in turn results in low
achievement and grades.
• They are natural problem solvers. They benefit from working on open-ended, interdisciplinary
problems.
• They often think abstractly and with such complexity that they may need help with concrete study
and test-taking skills.
Gosfield, Margaret. (2002) “Social/Emotional Needs of the Gifted”.
http://www.capousd.org/aaa/soc_emot.html Retrieved August 23, 2006.
Nurturing Giftedness in Young Children
Author: Wendy C. Roedell
Versions of the following conversation can often be heard when young gifted children start school. "Bill doesn't belong in kindergarten!" the parent cries. "Look, he's reading at the fourth-grade level and has already learned two-column addition." The teacher or principal, having already decided this is a 'pushy parent,' replies, "Well, Mrs. Smith, Bill certainly doesn't belong in first grade; he hasn't learned to tie his shoelaces, and he can't hold a pencil properly, and he had a tantrum yesterday in the hall." Read entire article