Students who are gifted and/or talented are known more for their contributions and potential contributions than any other group of students. Meeting the educational needs of these students, however, can be a tremendous challenge for those who teach them. In Teaching Students With Gifts and Talents, Bob Algozzine and Jim Ysseldyke offer educators helpful information for identifying gifted and talented students, and present effective approaches - enrichment and acceleration - to ensure that these exceptional students are constantly challenged and engaged. Highlights include: o A pre-test and post-test to help readers assess their understanding of giftedness and how the needs of gifted and talented students are best addressed o Cognitive, academic, communicational, physical, and behavioural characteristics that are associated with high-ability learners o Effective approaches and activities to keep gifted and talented students motivated and reaching ever-higher levels of achievement o Key vocabulary terms

Dispelling common myths about acceleration, the author describes what it is, what forms it takes and what it can do for gifted students--intellectually, socially, and emotionally. Case studies and illustrations of specific mindsets offer readers a new perspective on how prevailing attitudes have influenced their districts and deprived students of opportunities to develop their talents. This guidebook also presents nuts-and-bolts guidance for: Implementing and applying accelerated learning strategies in different school settings Providing accelerated learning opportunities for underserved groups, such as multicultural and urban poor students

This well-written and highly informative guide provides teachers and trainees with practical strategies for teaching gifted and talented children. Containing advice on key areas such as successful identification, developing a whole school working policy, creating challenges in the classroom and involving parents, this book will prove essential reading for teachers everywhere.

'This book is a joy to read. It is full of good sense and, what teachers always hope to find, lots of good, practical ideas...This is a valuable resource and every staffroom should have a copy' - Gifted and Talented Update 'Smith's research interests in inclusive and gifted education are reflected in her publications and this book is no exception. This is essentially a user-friendly practitioner's text, aimed at primary school educators...I would recommend this as a useful addition to the practising teacher's repertoire of resource texts' Susen Smith, former primary school teacher 'The suggestions here, many of them photocopiable, are clearly tried and tested. All primary teachers will find them helpful' - Michael Duffy, The Times Educational Supplement `A very useful aid to any staff room bookshelf. Easy to read, use and understand- National Association of Gifted Children Newsletter `A must read for all teachers. This book not only sets out very clearly the needs of Able Gifted and Talented pupils, but also helps teachers reappraise their classroom practice and the role of the learner' - Johanna M Raffan, Director of NACE, National Association for Able Children How can we provide challenges for the gifted and talented primary school pupil in an inclusive classroom setting? Using tried and tested examples, this book shows the busy teacher how to challenge able children in their mixed-ability class - where time and resources are usually limited. The practical tasks will show you how carefully designed activities can cater for a range of abilities. The book has sections on: - creating a working environment that helps more able pupils to thrive; - varying the way you ask pupils questions; - thinking about multiple intelligences and ways to develop them; - developing different levels of challenge in classroom activities; - allowing pupils some choice in the activities they do; - advice on how to run whole-class research projects. A glossary of key terms and a range of photocopiable material are included. Class teachers, GATCOs, Teaching Assistants, Learning Support Teachers, trainee teachers and LEA advisers looking for practical teaching ideas to challenge gifted children will find this book ideal for use in their settings.

This ready-reference offers the research, the pragmatic application, and the insight of top authorities, providing decision makers with the tools they need to shape a successful and enriching curriculum for gifted students. Key features include: * eleven influential articles at the core of curriculum for the gifted * visionary projections of future trends in curriculum development * an astute and comprehensive overview by editor and leader within the field, Joyce VanTassel-Baska * examples and tips for putting research findings to use in practice.

A novel and realistic approach for attaining full-service programming for gifted and talented students!

While many school districts have some programming for gifted students, these students still spend most of their time in general education classrooms, where their talents are unchallenged and underdeveloped. Under the circumstances of limited funds and expanding expectations, what can be done now to meet the needs of the gifted and talented students in our schools?

In answer to this question, Discovering Programs for Talent Development presents sixty-five programs that are readily available in most school districts and communities, and assesses each program?s potential for serving the needs of talented students, based on its levels of content acceleration, in-depth topic immersion, and interest exploration.

After reading this book, you will be able to:

• Match students to programs that best correspond with their learning needs, employing Profiles of Ability
• Assemble comprehensive, individualized programs for talent development, using the Program Mosaic Model
• Recognize additional programs that are appropriate for gifted and talented students, based on Parke?s Ten Tell-Tale Signs of a Hidden Program

Discovering Programs for Talent Development is an indispensable tool for all educators who want to fill the gaps in gifted education and provide their gifted and talented students with the educational opportunities they need to reach their full potential.

As our educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom. Inadvertently, instructional time and resources are often taken away from our gifted children. Jam-packed with very successful ideas and activities that the author has used in her 37 years of teaching gifted students, this resource guide contains field-tested activities that have excited and worked for all educational levels. It offers educators and parents the best of all worlds, containing educational activities and competitions not just for the gifted child, but for all children.

The perceived natural character of gifted children is to be well behaved, hard working, and studious. Why, then, do so many gifted children have trouble in school? Rosemary Callard-Szulgit, herself a recovering perfectionist, explains how perfectionism can immobilize some children and cause social adjustment problems for others, and can also be a major contributing factor as to why school assignments and personal responsibilities are not being completed by so many of today's gifted children. During her 35-year career, Callard-Szulgit has found perfectionism to be the #1 social-emotional trait of gifted children. Perfectionism and Gifted Children provides insight into perfectionism, discussing why so many gifted children are perfectionists while providing common sense solutions to this problem. This book will be helpful to families and educators of gifted students, as well as the gifted children themselves. The question and answer section may ease some anxieties that stem from the problem of perfectionism. Appendixes list associations and advocacy groups, Internet resources, and journals and magazines that address the special needs of the gifted and talented.

In this handbook, you will find the inspiration and the practical guidance you need to start your own gifted program!

Gifted programs have the potential to change lives, but they can be difficult to develop and sustain without the appropriate research and guidance. This book gives you the "nuts and bolts" needed to design and implement a gifted program to maximize the benefits to students, teachers, schools, and parents.

In this comprehensive new volume, best-selling author Joan Franklin Smutny brings some of the leading gifted educators together under the aegis of the National Association of Gifted Children. Lending editorial guidance and her own contributions, Smutny directs the individual expertise of each contributor, with chapters that include guidelines for:

• Designing and implementing curriculum for pre-K through middle school
• Identifying and selecting the best teachers
• Creating the vital support networks among parents, school, and community
• Assessing the program?s impact on children, parents, and teachers
• Developing special programming for the disadvantaged gifted students

 The book offers several examples of different learning experiences that fall under the definition of a "gifted program," as well as a chapter that outlines all of the essentials for starting a gifted program, including sample forms and letters.

Dr. Victor Cogen focuses his unique vision on inspiring normal, healthy teenagers who just aren't working up to their potential. He offers a comprehensive program for parents to help turn around their teenager's academic performance.

This book is about bilingual young people who have been selected by their families to carry out the hard work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young interpreters and the skills they develop in order to fulfill this role.
The authors' purpose in this volume is to contribute to extending current definitions of "gifted" and "talented, " by proposing and offering evidence that the young people who are selected to serve as family interpreters perform at remarkably high levels of accomplishment when compared with others of their age, experience, and environment, and should thus clearly be included in the 1993 U.S. federal definition of giftedness.
They maintain that not only are these capabilities currently overlooked by existing assessment procedures, but also that there is little understanding of the ways in which the unique talents of young interpreters might be nurtured and developed in academic settings.
A strong case is made that in order for such students to be identified as gifted on the basis of their bilingual abilities, the field of gifted and talented education must embrace the concept that bilingualism is a strength. The field must also make developing bilingualism a focus of programs designed to meet the needs of the increasingly multilingual student population in the United States.
The research this book reports--part of a larger five-year study of giftedness through linguistic and cultural lenses, funded by OERI through the National Research Center on the Gifted and Talented--was conducted by researchers whose background is very much outside the field of gifted education. Rather, their focus is on language, working within the traditions of qualitative sociolinguistics. Thus, this book offers a unique approach to the exploration of giftedness. It asks researchers and practitioners ordinarily accustomed to working with quantitative data to examine and make sense of detailed and rich analyses of students' linguistic performance, and argues that it is only by understanding the challenges of such bilingual interactions that the field of gifted and talented education can expand and reframe its vision of giftedness.

Parents of gifted students have often experienced the frustration of trying to get an appropriate education for their children in public and private schools. Teachers have equally experienced the frustration of trying to educate these students due to classroom demands. Over the past two decades, Callard-Szulgit has accumulated well over 1,000 questions asked by parents in her gifted parenting classes, her graduate students of gifted education, education colleagues, and gifted students themselves. This user-friendly book offers common sense and educationally informative answers to the questions and dilemmas that parents and teachers seek. Six chapters are devoted to: Who are the Gifted and Talented?, Programming and Curriculum Development, Perfectionism and Social/Emotional Development, Time Management & Homework Issues, Advocacy, and Gifted Children Speak Out. Humorous cartoons illustrate the text. This book will be of interest to all who seek a fair and equitable education for the gifted.

This book is an essential tool if schools are to achieve effective ways forward with those students who are unhappy; disaffected and therefore unable to cope with the present system' - "SNIP

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This is a valuable and well-written book which deserves to be widely read' - "Support for Learning

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The structure of the book is well organized and the use of marginal summaries is particularly use for those wishing an overview of the key themes from the book' - E"ducational Psychology in Practice

HIGHLY COMMENDED TES/NASEN BEST ACADEMIC BOOK AWAR"D 2001

Susan gained her doctorate by researching the experiences of young people who had become disaffected with school. Here, she uses that information to provide a fascinating insight into the feelings and views of those young people who are hard to motivate. What we learn from her work is that we might not like what we hear, we might not agree with what we hear, but, if we are to include these young people in our schools, then we must listen to them.

This book very cleverly combines the academic study with a practical, accessible format. Margin summaries allow the browser to find relevant material. Most importantly, the book provides teachers with suggestions on how to better provide for the pupils who are hard to reach and hard to teach.

'This new edition advocates an inclusive approach and updates current theories, research and best practices in the field. The text incorporates 21st century skills, cultural perspectives and international education, and focuses on how to create appropriately challenging activities for the young gifted and talented child' Gillian Eriksson, Coordinator: Gifted Education Program, School of Teaching, Learning and Leadership, University of Central Florida 'This expanded edition builds on Margaret's approach to teaching and learning, making us think how we can best include gifted and talented children in our early years settings. By providing opportunities for young children to learn from each other and from their communities and families, gifted and talented young learners can be appropriately challenged and recognised within an inclusive setting' -Peter Merrotsy, Senior Lecturer in Gifted and Talented Education, University of New England, Australia Combining theoretical perspectives with practical activities, this book offers clear guidance on how to ensure you and your setting can identify and provide for very young children in your care who are gifted and talented. With an emphasis on providing the best learning opportunities for all, there is specialist advice for all staff working in early years settings. New to this new edition is: - information on recent research and new thinking in the field - international views of gifted and talented young children - links to the early years curriculum - new activities and ideas - extended coverage for young children aged 3 to 6 There are lots of ideas for things to try out in your setting, and photocopiable practical activities for parents to try out at home. Margaret Sutherland is a Lecturer in Additional Support Needs at the University of Glasgow and Director of the Scottish Network for Able Pupils (SNAP).

This teacher's handbook provides professional developmental support, direction and practical advice to those teachers who have children with special abilities in their classrooms. It is the result of the author's experience in working with children who are gifted and talented. Strongly underpinned by current thinking in the area of gifted and talented education, the resource also takes a practical "inclusive" approach to ways of working with highly-able children in regular classrooms.;The guide is divided into the following four sections: "Who are Gifted and Talented Children?" - an overview of the wide range of different abilities that the term "gifted and talented" can cover; "What are We Doing? What Do We Need to Do?" - this section contains strategies and focus questions which allow schools to focus on provisions they could make for children with special abilities, and it also features information on policy development, programming for all children and manageable ways to differentiate programmes for the highly able; "Getting Into School-Wide Action" - provides strategies for identifying children with special abilities across the school, including indicators for general ability,

For too many families, the language and culture of public education are confusing and intimidating, creating barriers that prevent meaningful and supportive collaboration. This can be especially true for both the parents of students who struggle and the parents of students who are high achievers. But it doesn't have to be that way. Schools should be a place where parents feel welcomed and a place where rules and practices are translated into language that parents can understand and relate to. Ultimately, schools should be a place where parents are provided the information they need to support and advocate for their children. If you are the parent of a struggling or high-achieving child, Advanced and Struggling Students: An Insider's Guide for Parents and Teachers to Support Exceptional Youngsters will teach you how to understand and be understood. Full of tips, strategies, resources, and real-life stories, this book will help you learn how to be a productive partner with your child's school and how to be an effective advocate for your child's needs.

30-lesson interdisciplinary science unit geared toward the fourth and fifth grade; Features detailed teacher instuctions, daily reflection activities, and reproducible handouts; Easy to adjust rigor of tasks based on students' interests and needs; Aligned with Common Core State Standards for English Language Arts and Mathematics and Next Generation Science Standards.

Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment assists educators in understanding how to identify and target behaviors that influence the success of students and daily classroom instruction. Each module: Provides case studies with examples of the concepts being taught. Includes presentations, interactive graphic organizers, and small-group problem-solving activities. Offers self-assessments and resources for developing interventions. May be used within a university course, a series of workshops, or professional teacher learning communities. Uses functional behavior assessment (FBA), a successful research-based approach to behavioral interventions. Using this book, teachers can learn to manage student behavior and implement differentiation in the classroom.

Designed specifically for school psychologists and school counselors, this volume is intended to serve as a practical and easy-to-use resource for working with gifted students, their teachers, and their parents and families. It provides timely, practical, evidence-based techniques and guidelines to help these practitioners better help an underserved group. The book will be written in a user-friendly style that will make this a quick, simple, and easy reference. Topics to be covered include identification and assessment of gifted students; important information for understanding the needs of the gifted; counseling and psychotherapy strategies; career counseling for gifted and talented students, methods for working with the families of the gifted; and legally-correct and ethically-smart counseling techniques. An accompanying CD will contain valuable resources such as counseling forms, monitoring tools, and parent handouts.

Clive Tunnicliffe offers a vision of provision for able, gifted and talented (AG&T) learners within the context of Every Child Matters (ECM) legislation and the drive to achieve personalised learning. Providing a clear and concise summary of an increasingly important area of educational provision, this book offers the right balance of theory and practical strategies. There is advice on: - developing a whole school policy for AG&T provision - defining and identifying AG&T learners - strategies to use in the classroom - developing critical and creative thinking - out-of-school enrichment activities - supporting AG&T learners - working with parents Each chapter contains a summary of key points, case studies of good practice, great ideas to use with students and Professional Development Activities for staff. This book is short enough to be a quick read, but there is much to whet your appetite for finding out more about this fascinating area of teaching and learning. It is a useful and interesting resource for busy managers, project leaders, classroom practitioners and learning support staff across the primary and secondary age range. Clive Tunnicliffe is an education consultant currently based in China; he had a long career in the UK as a teacher, Local Authority Advisor, National Strategy Manager and Director of Publications for NACE.

Containing pressing evidence of how young, gifted female learners are in jeopardy of falling below their potential as they grow older, this book examines ways to support female gifted education. Exploring the key to success for many gifted girls through ways of increasing their expression, collaboration with others, and self-esteem, the book is a proponent of strengthening the individualilty within all gifted females. The author leads each chapter with a vignette on a particular gifted student that captures the problem scenarios that many gifted girls face (i.e. derision from peers, overexcitable behavior, etc.) and then offers insight and explains ways to resolve the issues. As each story unfolds and creates a powerful theme about female empowerment, the rest of the book is filled with practical strategies to help gifted girls and will be an encouraging guide for both parents and teachers alike. Since many gifted female students struggle with their identity while hurdling over growing socio-cultural pressures, the development of their personal strength and resilience is important to the continuation of female gifted learning.

'This book is an essential resource for all those in Early Years settings; providing invaluable information about addressing the wide range of aspects involved in developing effective provision for able learners' - Nursery World 'This book is essential reading for all those involved in Early Years. It proves that good provision for Gifted and Talented is good provision for all children.' - Johanna M Raffan, Founder Director, NACE Do you want to know more about how you can influence and impact gifted young children's beliefs about their ability? This book explores the way staff impact learner beliefs about ability and suggests ways that staff can support young children as they develop. The book contains practical ideas for: - giving feedback and praise - structuring activities to help shape and recognise high ability - creating a challenging learning environment - developing citizens of the future. Aimed at children who are gifted and talented, the book is applicable to staff seeking to shape and influence learning for all children in early years settings.

This book is designed to help Ku8 teachers identify a studentAEs areas of potential giftedness and provide appropriate activities and units of study to develop and nurture their talents. Strengthening instruction by helping educators identify childrenAEs strengths early, Identifying and Enhancing the Strengths of Gifted Learners, K-8: Easy-to-Use Activities and Lessons offers challenging and engaging lessons and activities that lead to immediate informal assessment of studentsAE strengths and needs. The materials cover the cognitive, affective, and creative areas and assist teachers in planning programs and learning experiences to develop studentsAE abilities, including 'analysis activities' to extend and enrich the everyday curriculum.

Developed for teachers of English and literacy, this rich resource incorporates higher-level thinking and reading strategies that promote academic achievement for both gifted learners and struggling students. Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block, recognized leaders in the fields of reading and literacy, provide teachers with tools to create collaborative literacy classrooms where students can generate ideas independently, discuss them, and then develop new concepts within a group environment. Collaboration boosts critical thinking skills and helps develop and enrich reading, writing, speaking, and thinking experiences not just for gifted readers, but for all learners! You'll gain important insights on: * Understanding how collaborative literacy affects gifted students and your entire classroom * Building collaborative literacy using specific resources such as adaptable lessons and activities * Creating an enriched collaborative literacy environment for all students * Involving parents in collaborative literacy learning * Stimulating creativity to increase critical thinking and develop richer comprehension Develop higher-level thinking and reading strategies to help your students become independent researchers, writers, and readers!

'This is an excellent book which is organised for teachers, heads of schools, and those specifically involved with very able youngsters. Many ideas are provided in this book for teachers to follow in order to render their professional expertise appropriate for helping youngsters with high ability' - Dr L. F. Lowenstein, Educational, Clinical and Forensic Psychological Consultant Using ideas that have been tried and tested in the classroom, this book takes a whole school approach to providing appropriate challenge and support for gifted and talented pupils in an inclusive educational setting. Packed with practical ideas for meeting the needs of gifted pupils and containing plenty of case studies that show what can be achieved, this book also provides advice on: " Defining and Identifying giftedness and talent; " Strategies for resolving underachievement by gifted and talented pupils; " Dual exceptionality and removing barriers to attainment; " support strategies for gifted and talented pupils (in schools and in LEAs); " different teaching and learning strategies, such as differentiation and enrichment; " devising a tailored curriculum to meet the needs of individual able pupils. Gifted and Talented Co-ordinators, class teachers, LEA Advisers and Learning Support Teachers looking for a whole-school approach to helping more able pupils develop their abilities to the fullest potential will find this book invaluable.