Gifted kids need support too

Let's be innovative and creative

So it is true that gifted students do not like school?

Well, most gifted students actually enjoy school when challenged and given the right material that can engage them. There is a lot of stereotypes around gifted students such as : "Gifted students are white, middle class youngsters, Teachers need no special training for working with gifted students, Gifted children are generally weak and sickly, Gifted students do not have learning disabilities," ect.... (http://www.abcontario.ca/resources-support/understanding-giftedness/myths-stereotypes)


The reality is that those stereotypes are far from being correct. In the next paragraph I will provide reasons that shows that gifted students do indeed need support, just like every other kid. It is also really important that we dismantle these dated ideas as they only negatively impact students learning experiences.

How to support gifted students

Together we can dismantle these false narratives

There is various ways to support gifted students.


1. Education for all provides a really great idea suggesting that students can be grouped in different tiers. "Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness. By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that each student comes away with pivotal skills and understandings, and that each student is appropriately challenged (Tomlinson, 1999)."


2. The IEP guide also provides great resources on supporting gifted students. This document specifically calls for modification of learning expectations so that we can support gifted students.

" The idea of modifying learning expectations for gifted students is to make the grade level objectives more “substantial” by":

1) "Changing the content,"

2) "Making the subject matter or the outcome more conceptually abstract,"

3) "Increasing the pace of instruction (according to Rogers (2007b), up to twice or three times as fast in science and mathematics) or providing for lengthier, more extensive study, or"

40 "Changing the product that will show achievement."



Resources:

https://learn.etfo-aq.ca/content/enforced/45841-A3221EE/docs/iep_guide_rev_april_20.pdf?_&d2lSessionVal=ODnAckHfnMoWKiDffSnsqNb9G&ou=45841


https://learn.etfo-aq.ca/content/enforced/45841-A3221EE/docs/Education%20for%20All.pdf?_&d2lSessionVal=ODnAckHfnMoWKiDffSnsqNb9G&ou=45841


http://www.abcontario.ca/resources-support/understanding-giftedness/myths-stereotypes