<p>This is an interesting discussion, since there is no one nationally accepted measure/level of “giftedness” nationwide. It seems each district and state has a different cutoff point for gifted ed programs, and different ages that are considered appropriate to test IQs. </p>
<p>Then there is the question of whether these gifted programs are accelerated, enriched, some combination; instead of “gen ed” classrooms, in addition to, or again, some combo using pull out. I think where your child falls on the gifted spectrum combined with what program is available to them will have much to do with how happy they are in these programs. I also think the quality/level of the gen ed program can’t be underestimated, it varies so widely from school to school, let alone comparing neighborhood A to neighborhood B. </p>
<p>My understanding is that using percentiles, the further someone is from the average curve, the bigger the differences are. (Not to mention the wide range of “normal.”)IOW, the difference btw 65th and 69th percentile, or 89th and 91st percentile, not so much, but the difference btw 98th and 99th, or 5th and 6th, is huge. This might be self evident to people who took statistics-type classes, but I never did, so it was news to me. ;)</p>
<p>IMO, young children don’t need to know these “labels,” though they can certainly be helpful in getting them into the best setting for them. I don’t think it’s helpful to tell little Susie she’s a genius, anymore than it helps to tell little Johnny he’s developmentally disabled. But there’s a point in age, intellectual and social development, and emotional capacity when it <em>might</em> be helpful to explain to Susie/Johnny that he or she thinks differently, people’s brains work at different speeds, and it isn’t because he or she is bad/lazy/better-than that he/she is frustrated in class.</p>
<p>123Mama-I understand your post but when you say kids dont need labels, theoretically I agree but when you live with a child who knows from pre-school that they are very different than others, a label can be comforting. </p>
<p>After 2 weeks in kindergarten at the “gifted center” my d comments, “mom, I love my new school, there are tons of kids just like me. I love my pre-school friends but they didnt understand me.” Kids know. </p>
<p>As a parent sitting back watching their kid interact with others and her comments being way different, and watching the other kids and parents say “what in the world is she talking about”, and having your kid cry for being different. There is a level of comfort that is obtain by finding “like kids”.</p>
<p>It isnt just different speeds it is different in how they think, the brain processes are not the same.</p>
<p>Alexz825Mom, you are so right…I was very naive when a friend suggested testing and when the results came back and I researched what it meant. I was even more amazed that the schools knew less about how these kids think differently then I did and seemed to resent the whole program. (Which they did not label gifted, called it ‘workshop’, one day my ds came home and said the kids told him he had to go to ‘workshop’ because he was slow. He was young and thought that was true. By all means, let’s not let anyone think they might have a natural ability unless of course it’s on the football field!)</p>
<p>Intelligence only carries one so far. More is needed to create a worthwhile life. I am sorry that so many schools force those students most naturally inclined to scholarly pursuits to accentuate the differences between themselves and their classmates. Smart kids have a lot to contribute to the world; they should be taught to think of others.</p>
<p>Others have thought along similar lines, and they thought it first:</p>
<p>Do you think that society is becoming stratified by cognitive ability?</p>
<p>I remember once reading a Science Fiction story in which a High IQ meant you had to work so hard because it was your responsibility to do so in the face of the increasing decline of the general population’s IQ. As I remember the story (not the Title/author) it was written very tonguq-in-cheek but the guys in charge were way overworked and TIRED… </p>
<p>I guess what may get people riled up by the name of your Uni/LAC [if it is recognized :)] is a perception that one is claiming superiority…even if you’re not!</p>
<p>@Periwinkle, thanks for posting those quotes, they make me want to go look at the Andover site again. </p>
<p>@flowers, I’d love to find that story, it looks like a good one. I’m not sure if our society is being further divided by cognitive ability, but I do think it is being further divided by socioeconomic status–which influences opportunities available, access to enrichment, and IQ results, especially in young young children. </p>
<p>@Alexmom, I see what you’re saying, and completely agree with wanting to find a setting where our children will feel comfortable, and find like minded children. As a general rule, I still disagree about the specifics of giving a young child a label for themselves. When we were searching for schools (again, referencing when my kids were younger), I talked to my kiddos about finding a “just right school for you.” I do understand IQ and cognitive abilities are about more than speed. For all that is known and has recently been learned about the brain, there’s still far more that isn’t understood. :)</p>
<p>Honestly I don’t get it. Given the audience here, your kids have been testing at the very highest levels for many years. You needed someone to tell you that your kid is smart? A validation of a previously held belief, or unexpected good news?</p>
<p>the thread has rambled in interesting ways from my original question what is meant when people refer to their children as gifted. since the public schools in my state do not have any programs for children who learn quickly i never had my child tested although he has been quite quite bored with the hetereogeneous classes and the slow slow pace of the class throughout elementary/middle school. as i understand it some people live in areas where either the school tests in order to populate a program for the fast learning student or they sought out testing in order to help their child…</p>
<p>Stats, my kids were all originally tested to determine which public K programs they could apply to-- it’s standard in my area. I also have a child for whom IQ tests are one part of testing done to monitor disorder progression, and help determine appropriate supports and accommodations.</p>
<p>@stats, I like what you posted & I agree.
Perhaps that is why the “fast learning” kids get to be called “gifted” it makes the parents feel special.</p>
<p>Stats-giftedness is not about being smart! Giftedness has to do not just with academics but the social/emotional needs of a child who has 3rd grade social/emotional needs yet a high school reading/math level ability. The dichotomy is a handful and deserves to be considered. It is the reason that just because a 6th grader has the SAT/ACT scores to attend college, doesnt mean he should go. But just what do you do with them? Busy Work…??? </p>
<p>Labeling has gone on for many many years: The Talented Tenth was an influential essay written by W. E. B. Du Bois and published in September 1903.</p>
<p>So called “giftedness” can often have accompanying deficits, which are not always recognized. On a Wechsler IQ test my son, at seven years old, was above average in all areas, and in a few areas, sky high. Because he tested above average across the board, the school he was attending at the time didn’t consider the comparative difference in his scores underlined a weakness that actually required help. But I knew. An example : although always in the highest elementary school reading groups, he had a reading disability. While he could read in class well, alone he couldn’t manage to stay focused more than five minutes. Later he was diagnosed with ADD. </p>
<p>Every child is different. Really smart teachers recognize this and can teach to all, if one is lucky enough to find them. Special programs can be manned by nincompoops, so that is not always the answer.</p>
<p>Sadie-the research has shown that most (upwards of 75%) gifted kids are classified as twice exceptional. This means that along with being gifted in one or many areas they have a learning disability. They are typically so bright that they can hide their disability. Some kids come off as just average; it depends on the child and the environment.</p>
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