Abelman - Intellectualy Gifted Children and Television

1Some Children Under Some Conditions: TV and the High Potential Kid Robert Abelman This monograph examines the relationship between intellectually gifted children and television. It begins by offering generally accepted facts about gifted children, as identified in the special education and educational psychology literature. The questions this information raises with regard to television viewing and its potential effects are then presented and research-grounded answers, extracted from the most recent mass communication literature, are provided. More specifically, the text explores how intellectual giftedness impacts on: (1) Television viewing habits; (2) The processing of television information; (3) Children's perceptions of reality of programming and advertising; and (4) The nature of parental mediation of viewing. In addition, the monograph examines: (5) The portrayal of gifted children in primetime programming; (6) Federal legislation impacting children's educational programming; and (7) The use of television in the special education classroom. Findings suggest that parents and educators of gifted children should consider television as a potentially positive and negative force in their children's lives. This is particularly so during preschool and early adolescence, when gifted children are arguably the most vulnerable and susceptible to often inaccurate, inappropriate or highly persuasive televised portrayals. A prescription for caregivers on how to best incorporate research findings into practical in-home and in-school activities, practices, and policies is extended. Guidelines 1. 2. 3. 4. 5. 6. 7. 8. Young gifted children spend significantly more hours in front of the television set than their same-age peers, but viewing does not necessarily warrant parental concern or dramatic time reductions or limitations. Parents are encouraged to make sure that the programming being watched matches their child's capability to follow story line and plot development and is sufficiently challenging. Younger children should avoid program-length commercials. Pay-TV (cable, video rentals) currently provides the most reliable supply of quality educational, informational, and entertaining children's programs. Primetime commercial television offers inadequate and inappropriate role models for gifted education. The most effective forms of parental mediation of television are purposeful program selection and co-viewing with a child. In accordance with the Children's Television Act of 1990, parents can and should become involved in influencing the quality and quantity of local children's programming. Television in the classroom has a place in gifted education. Reference: Abelman, R. (1992). Some children under some conditions: TV and the high potential kid (RBDM 9206). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. 2 Considerations and Strategies for Parenting the Gifted Child James Alvino Parents of gifted children are typically the single most important influence in their child's development, outlook and fulfillment of talent. In addition to being their child's primary caregivers, parents of gifted children alternately function as "mentor," "praiser," "disciplinarian," "playmate," "teacher," and sometimes "best friend"-to name just a few. Parents are truly the guardians and nurturers of their children's talents. The home environment is critical in nurturing giftedness and instilling the values conducive to its full blossoming. This monograph, culled from the research and work of many experts in the fields of child development and gifted education, focuses on a number of key environmental, academic, and affective variables. The monograph offers practical suggestions for interacting with gifted children at home, for building the kind of foundation to support the edifice of talent, productivity, and self-actualization characterizing gifted adults. It is not intended to deal with all the concerns that parents of gifted children have in raising their youngsters. The specific issues addressed are some of the critical ones that the author has discussed with parents during his 20 years in the field of gifted education. The primary age range of children addressed in the monograph is toddler through elementary school. Specific reference to age is made as needed or appropriate. Parents may use their discretion in applying the activities to children of different ages. For the purposes of this monograph, "gifted" may be considered primarily as the combination of three characteristics--above average ability, creativity, and task commitment--coming together in an area of the child's interest (Renzulli, 1978). Children may not display all areas. In fact, most children are not. The activities and suggestions in this monograph are designed to nurture talent development, whether academic or creative. They are not formally "differentiated" as one might expect of school activities for gifted children. While all children might benefit from many of these activities, gifted children will tend to excel in their responses (e.g., quantity and/or quality of ideas, interest, excitement), or become interested in them at an earlier age than other children. This will vary on an individual basis. Recommendations 1. 2. 3. 4. 5. Evaluate your parenting style, temper overbearing personality traits, focus on positive aspects of behavior, allow for unstructured time, and balance permissiveness with authority. Discipline doesn't have to be negative. Children require structure and age appropriate responsibilities. Rules should be few, reasonable, and consistently enforced. Provide an enriched environment with lots of materials and opportunities for exploration. Remember the ABCs of stress management: attitude, behavior, and environment. In order to avoid stress, children need to be physically fit, learn to relax, learn to break tasks into manageable bites, and need to have positive role models. Creativity requires a nurturing, expressive climate. Allow for regression, solitude, and divergent thinking. 3 6. 7. 8. Help your child learn critical thinking, problem solving, and study skills. Don't be afraid to use everyday family conflicts and problems to help your child learn the building blocks of thinking skills. Make learning fun. Motivation and interest will increase if pressure is taken off homework and other academic material. All work and no play never helped anyone. Try to keep a balance between structured and unstructured activities for the whole family. Reference: Alvino, J. (1995). Considerations and strategies for parenting the gifted child (RM95218). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. 4 Helping Your Child Find Success at School: A Guide for Hispanic Parents Candis Y. Hine This resource book is based on a study that examined factors in the family learning environment of high achieving Puerto Rican students which contributed to their success in school. The analysis of students' and parents' perceptions provides insights into family factors that may support high achievement. The resource book describes eight keys to open the doors of success at school, and provides specific information to help parents to help their children to develop their talents and to get the most out of school. Recommendations 1. 2. 3. 4. 5. 6. Let your child know you value achievement in school. Parents must be aware of their children's progress, guide their education, and praise their children for their efforts. Help your child to develop strong language skills. Parents should encourage correct language usage of both English and Spanish. Bilingualism has been associated with superior performance on both verbal and nonverbal tests. Provide a strong family support system for your children. Make sure you nurture a strong family bond at home to help your children to develop a positive image of themselves and their culture. Do not let your child use cultural biases, or prejudices held by people at school or in the community, as an excuse for failure. Make sure you become involved in your child's school and extracurricular activities. Reference: Hine, C. Y. (1994). Helping your child find success at school: A guide for Hispanic parents (RM94202). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. researchers have begun to look at the influence of context on the family processes that affect which students are identified for gifted programs and influence how they are served. and gifted education. The existence of poverty or single parent family situations does not coincide with a lack of interest in academic achievement.5 Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming Scott L. King Betty Watts-Warren Bonnie Cramond Sally Krisel Historically. Studies continue to be done from both a status and a process point of view. Frasier Lisa L. a general lack of studies focusing on these issues makes apparent the need for further research of this type. more recent studies have begun to investigate the impact of contexts on family processes that affect academic achievement. family process variables have been studied. Family processes. but that communities and schools also have importance. However. the study of family influences on the achievement of economically disadvantaged youth has focused on status variables. Identification of strengths and interpretations of behaviors need to be sensitive to these cultural differences. Further. Schools can be particularly helpful when they teach in ways that are congruent to the culture of the family and find ways of involving the family in the school culture. In their stead. positive correlation has been found between socioeconomic status and children's academic achievement. 3. In lieu of studying status and process variables. These studies have shown a correlation between single parenting and low academic achievement. Status variables have been found to correlate directly with the performance of students on measures used to identify them as gifted. More recently. Studies of these same issues within the field of gifted education have followed the same path as the general achievement research. status variables have been criticized for oversimplifying a complex problem. Hunsaker Mary M. 2. the presence of extended family members has been shown to overcome this problem in many instances. . academic achievement. Families of economically disadvantaged students need to be dealt with individually and not within the context of social stereotypes. However. have been shown to influence positively the achievement of children. More recent studies of status have focused on family structure variables. advances have been made in understanding the relationships among families. some researchers have shown that the relationship of single parenthood with academic achievement is mediated through processes in the family that support academic achievement. but point to the need to focus on individual expressions of giftedness within cultural contexts when making decisions about the placement and programming. such as support of education and aspirations for children's academic attainment. However. A moderate. Academically competent students exist in all ethnic and socioeconomic groups. Studies of context reveal that gifted students exist and are nurtured within economically disadvantaged families. Conclusions 1. In this context research. As indicated here. it is recognized that families do not operate in isolation to influence achievement. The school needs to be aware that the culture of the family may not match that of the school. . M. B. (1995). University of Connecticut. Family influences on the achievement of economically disadvantaged students: Implications for gifted identification and programming (RM95206). Storrs. . M. A wider context. needs to be included in studies of these students. & Krisel. L. S. Cramond. S.. King. Watts-Warren. L. Frasier. L. involving culture and environmental factors. Reference: Hunsaker. Research into the educational needs of economically disadvantaged students has centered around identification and instrumentation..6 4. CT: The National Research Center on the Gifted and Talented. B.. but there is evidence that one area may develop more rapidly than another. learning letter names and sounds and the relationships between them is an important part of early literacy development. However. Literacy-related activities are most likely to nurture a child's development if they are geared to the child's current level of understanding and interest. 5. In early reading development. Aspects of reading and writing skills are likely to develop in predictable sequences. Each major section of the report was written so that it can stand alone. and the sound patterns of oral language. Learning to identify and print letters and words are important parts of beginning to read and write. that writing takes particular forms. 2. sounds. such as writing or reasoning. words. 3.7 Reading With Young Children Nancy Ewald Jackson Cathy M. the characteristics and functions of print. the child's developing knowledge of letters. and each contains a separate reference list and list of recommended resources for parents and teachers. Precocious readers are likely to remain good readers. Roller This report provides research-based answers to questions parents and teachers often ask about how reading and writing develop from infancy to about age 6 years. 7. Early assessment of a child's reading and writing skills may facilitate the development of appropriate curriculum for both precocious and slow-to-develop readers. Precocious readers are likely to have a solid repertoire of reading skills. Javits Gifted and Talented Students Education Act of 1988. Reading failure in later years can be prevented by the early identification of reading difficulties. The unusually rapid development of these skills in some young children is considered in a major section on precocious readers. but individuals differ in their relative strengths. . and precocious readers may not be equally advanced in other skill areas. A child's early reading and writing skills sometimes develop in parallel sequences. children begin understanding that print has meaning. Effective story reading involves talking about the story and listening to the child's reactions. preschool children initially use unconventional forms that gradually develop into the conventional forms used by adults. The research literatures summarized in this report reveal that literacy development begins very early as the 2. Conclusions 1. and aspects of a story is important. The reasons why some children become precocious readers are not well understood. Precocious reading is an example of giftedness as defined by the Jacob K. In later development. Precocious reading ability is a form of gifted intellectual performance that may appear alone or together with other kinds of gifted performance. this report was not written only for those who are concerned with the development or education of gifted children. but children who have not started early often catch up. 4. During the preschool years. wideranging knowledge of the world and the ability to express it becomes more critical. followed by appropriate instruction. While learning to read involves much more than learning to name letters and recognize their sounds. In early writing as in early reading. but early literacy development also encompasses learning about the nature of stories. Much of the report addresses general questions about the development of reading and writing ability in young children who may have other gifts. A child's mastery of oral language is likely to be one of the most critical factors in a child's success in reading.or 3-year-old child acquires a broad base of knowledge and skills in the context of a wide range of activities and experiences. 6. but individual children's development across skill areas may be uneven. and that words consist of sets of sounds. & Roller. Storrs. (1993). University of Connecticut. CT: The National Research Center on the Gifted and Talented. .8 Reference: Jackson. Reading with young children (RBBM 9302). E. C.. M. N. Parenting gifted young children is labor-intensive. M. CT: The National Research Center on the Gifted and Talented. early teaching. but in reading to and playing with their children. and other professionals who deal with young children. Unfortunately. their pace of development. (1993). and to questions often asked of preschool teachers. Robinson This report provides research-based answers to questions facing families of young. 2. The most consistent findings point to the strong influence of the home and to the extra investment parents of gifted children make. Although parents often describe them as having excellent memories. vocabularies. no unique characteristic or "giftedness factor" has been identified. gifted children. enriching their experiences. Their descriptions provide the best basis for responsive parenting. 4. the ability to observe and manage one's own thinking). and their environments. Psychological testing is advised only in special circumstances. Reference: Robinson. imagination. 3. In metacognition (i. describe their children's development rather accurately. . 1. We have no strong evidence that special preschools. which includes securing and creating an optimal match for children among their readiness. attention spans. not so much in securing outside classes. Parenting the very young. the database about these children is sparse and often inconclusive. Gifted children show one or more abilities ahead of their peers by at least one-fourth their age.9 Parenting the Very Young. parents can. physicians. University of Connecticut. and curiosity. and helping them focus on potential opportunities for learning. Some roots of high motivation and willingness to take creative risks can be found during early childhood. they may be especially advanced. Gifted children are at least as varied as any other group of children. psychologists. or computer technology significantly advance the development of gifted children. gifted child (RBDM 9308).e. however. in fact. Gifted Child Nancy M. N.. Storrs. measuring. that their spatial reasoning related more closely to their math reasoning than did their verbal reasoning (although they were ahead in all three domains). shapes. etc. and although it was clear that they must already have been nurturing their children's development in effective ways. equivalence. 6. as a group. zero. Some think with words. cooking. Robinson Swapna Mukhopadhyay Talent in mathematical reasoning is highly valued in this society. making collections. Parents should help children to accept their "differences" by valuing and celebrating differences among people in general. "borrowing in subtraction"). planning parties. Parents can effectively identify advanced math reasoning in their young children. Parents should try to resist the temptation to teach facts or procedures to mathematically talented children.10 Parents Nurturing Math-Talented Young Children Barbara Waxman Nancy M. 3. Guidelines 1. ways to "tune into" children's ideas and questions through informal play without becoming didactic or turning off their curiosity by drilling number facts and procedures. administrators. 8. observe. The biweekly Saturday Clubs to which half the group were randomly assigned also proved effective in enhancing mathematical reasoning. The children were identified originally by their parents. others' advanced math reasoning is a small part of a bigger picture of high ability in many areas. estimating. and the power of "big ideas" like infinity. and understanding probability. the children remained advanced in math over the two-year period. The ideas presented in this book grew out of our Saturday Club experiences as they might translate to family activities. such as gardening. the study revealed that. Mathematically talented children are a diverse group. working in partnership. Parents should let children know that they are interested in how they think. and car tips. dealing with money. 2. relationships. 4. This book is an outgrowth of a two-year study of children discovered during preschool or kindergarten to be advanced in their thinking about math.. Some have a very specialized mathematical reasoning skill. and that the math scores of the boys started and remained somewhat higher than those of the girls. caring for pets. 7. Advocate children's use of "mental math" (no pencil and paper). representing the numeration system in different ways. are also described as the occasions for mathematical explorations. gathering data. as well as in their answers. 5. reversibility. and numbers. instead watch. Positive and collaborative partnerships should be formed among adults involved with nurturing students--parents. and play with children and with mathematical ideas. A final chapter presents a variety of alternatives by which schools and parents. Encourage mathematical thinking by helping children find mathematical possibilities all around them and by exploring the world through lenses of patterns. connections. teachers. . can create optimal ways to support the development of highly capable children. the parents had many questions about how they might further enhance mathematical development at home. A wide assortment of real-life contexts. systems. This forces children to solve problems in different ways without using traditional algorithms they may not understand (e. others think in a more visual-spatial manner. going out to eat. The book describes characteristics of math-advanced young children. Among other findings.g. and yet very little is known about its early course. N. equivalence. & Mukhopadhyay. Parents nurturing math-talented young children (RM96230). . measurement. reversibility..11 9. zero. negative numbers and fractions. S. M. estimating. University of Connecticut.. (1996). Storrs. data. Parents should encourage exploration and discussion of "big ideas" in mathematics with their children. B. CT: The National Research Center on the Gifted and Talented. number systems. and probability. such as infinity. Robinson. Reference: Waxman. Four questions guided this research: (1) Do classroom teachers modify instructional practices and curriculum materials to meet the needs of gifted and talented students?. enrichment worksheets. Karen L. Asian-Americans (n=587). Approximately 50% of the teachers surveyed responded to the questionnaire. independent projects. Hallmark Christine L.12 Regular Classroom Practices With Gifted Students: Results of a National Survey of Classroom Teachers Francis X. give gifted students some input into how classroom time is allocated. (3) What instructional practices are used with gifted and talented students in classrooms across the country?. 2. thereby bringing gifted students in contact with teachers who are specially trained to meet their needs. (2) Do classroom teachers in various parts of the country and in communities of different size provide different services for gifted students?. 980 private school third and fourth grade teachers. New and more concentrated efforts must be made to help classroom teachers provide gifted students with an enriched curriculum. The major finding of this study is that third and fourth grade teachers make only minor modifications in the regular curriculum to meet the needs of the gifted students. Archambault. The same general conclusion also applies to teachers and classrooms in various regions of the country (Northeast. and for teachers in schools with high concentrations of the four types of ethnic minorities included in this research. and expose gifted students to higher level thinking skills. West and North Central) and to teachers and classrooms in rural. Westberg Scott W. and four samples of third and fourth grade teachers in public schools with high concentrations of African-Americans students (n=592). and reports of various kinds. HispanicAmericans (n=582) and Native-Americans (n=580). included a general sample of 3993 third and fourth grade teachers working in public school settings. Brown Bryan W. Every effort should be made to continue to offer gifted programs. and suburban communities. This result holds for public school teachers. The survey also revealed that the regular classroom services provided to gifted students in schools with formal gifted programs are similar to those provided in schools without formal programs. Emmons Wanli Zhang The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms across the United States. Some classroom teachers also attempt to eliminate material that students have mastered. South. These efforts include: • development of curriculum materials that are challenging . which were drawn using stratified random sampling procedures. for private school teachers. and (4) Are there differences in the types of regular classroom services provided for gifted students in districts with and without formal gifted programs? The survey samples. Teachers who make provisions for the gifted are likely to assign them advanced readings. these modifications are not used widely. urban. their classroom and their school districts as well as their perceptions of their teaching behavior related to gifted and average students in their classes. provide the opportunity for more advanced level work. Recommendations 1. however. A survey instrument called the Classroom Practices Questionnaire (CPQ) was developed to obtain background information on the teachers. Jr. including gifted students. S.. C. and becoming flexible in meeting the needs of all students.. A. W. CT: The National Research Center on the Gifted and Talented. Gifted and talented students need more opportunities to: • pursue advanced level work • be exposed to higher level thinking skills • use enrichment centers • pursue a self-selected interest • work in groups with students having common interests • move to a higher grade for specific subject area instruction • work with students of comparable ability across classrooms at the same grade level • work on an advanced curriculum unit on a teacher-selected topic • participate in competitive programs focusing on thinking skills/problem solving • receive concentrated instruction in critical thinking and creative problem solving A redefinition of the role of the gifted specialist may be necessary. F.13 • 3. W. Storrs. B. L. Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Reference: Archambault. University of Connecticut. teacher training in using curricular materials. L. . K.. Brown. Hallmark. In addition to serving as a resource to students. 4. & Zhang.. Emmons. Jr.. identifying the gifted. (1993). W. gifted specialists may also be needed to spend significant portions of their time serving as a resource to teachers. compacting the regular curriculum.. Westberg. communication. school demographics).010 elementary school children who had just entered programs for gifted learners in grades 2 and 3 when the study began. the Program Profile Form and a set of Program Satisfaction Surveys. Through the program selection process. by focusing on the individual needs of all students. These types of programs were selected because they are the most frequently used classroom arrangements nationwide. (c) to examine ways in which outstanding programs address the needs of students from diverse cultures. parents. The entire school environment should emanate a positive attitude regarding the program. Delcourt Karen Evans The Learning Outcomes Study was a nationwide longitudinal investigation of 1. curricular options. (b) to further contribute to the knowledge base of gifted education by conducting in-depth examinations of outstanding elementary school gifted programs. teachers took into consideration specific characteristics related to children from traditionally underserved populations. thus encouraging families to become involved with the education of their children. A strong program begins with an administrator who is an advocate of gifted education. teachers and administrators stressed parental and community partnerships with schools. and attention to student needs. two evaluation tools were created. The administrator must be able to describe the needs and characteristics of gifted children and elicit support from the district and community. program profiles included the following five criteria: leadership. and administrators. Program planning should involve staff members from many disciplines. and Special Schools. This study was not intended to determine whether one type of program was better than another. 3. teachers. and specific criteria for assessing program models. Four versions of the Program Satisfaction Survey were created for students. . Separate Classes. but rather to fully comprehend the prevailing circumstances that influence the impact of a certain type of programming arrangement in a given community. Second. Third. They can be used to design a model or to compare several programs. The purposes of the qualitative study were threefold: (a) to formulate a system for selecting "exemplary" program models. The Learning Outcomes Study was extended by adding a qualitative dimension focusing on an "exemplary" model from each of the four program types. The program is an integral part of the school and can add to the learning atmosphere within the building. The forms are useful for documenting the key components of a program. They contain parallel items which enable an evaluator to compare responses across similar concepts. These programs were identified and studied with the intention of providing educators and policy makers with valuable information on how these programs were perceived and implemented. The primary purpose of the project was to assess student changes during their first two years across four types of program arrangements: Within-Class programs. All three objectives were fulfilled. All selected programs addressed the needs of diverse populations of students in three different ways. The proposed benefits of this project also included a profile of four types of programming models commonly employed in gifted education. In addition to descriptions of each program's setting and general procedures (identification process. staff selection. 2. First.14 Qualitative Extensions of the Learning Outcomes Study Marcia A. atmosphere and environment. Pull-Out programs. Recommendations 1. B. Staff development on the special needs of gifted and talented children is essential for all faculty members. curriculum and instruction. all selected programs focused on the identification of underrepresented populations of students in their written policies. Qualitative extensions of the learning outcomes study (Research Monograph 94110). Identification and program activities should be sensitive to the needs of diverse populations of gifted and talented children. . CT: The National Research Center on the Gifted and Talented. & Evans. Culturally diverse and economically disadvantaged students should be actively recruited.. K. 5.15 4. University of Connecticut. 6. Students' needs and interests vary and both the teacher and program should be able to accommodate individual differences. Storrs. Reference: Delcourt. Flexibility is a key ingredient for the success of any program. B. Gifted and talented children have special characteristics that require different strategies. (1994). M. A. Teachers need to be aware both of the needs and of the various options available for meeting these needs. motivation. teachers. Conclusions . Students from Separate Class programs were the most reliant on teacher guidance for completing assignments and solving problems. Cornell Marc D. and teacher ratings of learning. These results lead to a conclusion that no single program fully addresses all the psychological and emotional needs of students. Regarding attitudes toward learning. Delcourt Brenda H. were high ability students who did not attend special programs. The most striking pattern among the data from the teacher ratings was the significantly lower scores for students in Special Schools as compared to students in all other types of programs. Fourteen Collaborative School Districts (CSD) in 10 states participated in the study. Study participants had either just entered gifted programs. The programs with the lowest scores on the Preference for Challenge scale were the ones with the highest levels of achievement in a traditionally more academic environment. attitudes toward learning processes.000 elementary school children in grades 2 and 3. there were no differences by program type or ethnic status with respect to Social Acceptance. This project addressed three major research questions: (a) Are there significant differences between program types (strategies)? (b) Do any of the program types have differential effects on underserved students? (c) Are there differential effects in achievement for underserved students after the summer break (spring 1991 and fall 1991)? The primary research questions were examined using analysis of covariance procedures. and rural environments as well as individuals representing underserved populations. external criteria for success/failure. Academic and affective development were evaluated within four popular types of grouping arrangements: Within-Class. In terms of achievement. or were nongifted students. B. The dependent variables were each of the outcome variables. Data collection sources included students. no significant differences appeared either across groups or according to racial/ethnic status regarding internal vs. Loyd Dewey G. The Learning Outcomes Study at the University of Virginia was a two-year investigation of over 1. intrinsic/extrinsic motivation. Likewise. and creativity. Goldberg This study represents the first major attempt at the national level to assess the effects of programs for the gifted and talented on learning outcomes for elementary school students. self-perception. and parents. Students from Within-Class and Special School programs felt more capable than nongifted students in making judgments about what to do in school. gifted children attending special programs (specifically special schools. The independent variables were program type (four levels representing participation in one of the programs for the gifted. after controlling for initial differences in performance and socioeconomic status. As far as measures of affect were concerned. Data were collected in the fall and spring of the 1990-1991 academic year and at the beginning and end of the following academic year. and Special School. Pull. Separate Class. The sample included students from urban. two comparison groups) and racial/ethnic status. This means that they were the most likely to perceive the classroom as a student-centered environment. behavioral adjustment.Out. students in Special Schools had the highest scores. student activities.16 Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes Marcia A. the Separate Class and Special School programs. Analyses focused on assessments of achievement. separate classes and pull out programs) performed better than their gifted peers not in programs. suburban. and attitudes toward learning. preference for challenging tasks. Separate Classes.. No single program fully addressed all the psychological and emotional needs of gifted students. Students from the Separate Class programs scored at the highest levels of achievement and at the lowest levels of perception of academic competence. Within-Class Programs). 4. 2.. and Special School programs showed higher achievement than gifted students who were not in programs and. M. Cornell. Therefore. Pull-Out Programs. it is recommended that members of selection committees for gifted programs should observe the relative ratings of students nominated for their programs instead of selecting a priori cut-off scores. They felt more capable than nongifted students to make judgments about what to do in school. . Teachers in Special Schools consistently rated their students lower in creativity. 7. (1994). the emphasis on academics within the Pull-Out model appears to have contributed to the achievement level of these students. Gifted children in Pull-Out. 5. G. sense of acceptance by peers. in most cases. A. D. M. University of Connecticut. & Goldberg. internal orientation. Although a limited amount of time was spent in the resource room (approximately 2 hours/week). Students from Within-Class and Special School programs felt that their learning environments gave them the opportunity to make judgments independently. Separate Class. learning. The achievement levels of African American students in gifted programs remained above the national average throughout the two years of the study. than those from Within-Class programs and nongifted students. The results of the study showed that there were significant differences in achievement and affect for students in different types of programs for the gifted (Special Schools. CT: The National Research Center on the Gifted and Talented. B. gifted students were found to have similar problems in kind and degree as nongifted students. Students in Special Schools were more likely to view their classrooms as student-centered than their peers in all other settings.17 1. Reference: Delcourt. 6. Loyd. D. Given a list of standard behavior problems. 3. H. B.. Storrs. and motivation. Evaluation of the effects of programming arrangements on student learning outcomes (Research Monograph 94108). had high yet realistic expectations of their students. The positive effects of cluster grouping result from many changes in the school climate such as: • creating opportunities for staff development. The primary purpose of this study was to examine the effects of an existing cluster grouping program on the achievement and identification of students who participated in the program from third through fifth grade and to compare achievement with similar students who were not involved in a cluster grouping program. . Additionally. longitudinal study of cluster grouping at the elementary level is described and recommendations are made based on findings. • reducing the range of achievement levels in classrooms. Descriptive and inferential statistics were used to address these areas. gifted education strategies. University of Connecticut. (1999). qualitative findings indicated that teachers used flexible grouping. Results included more students being identified as high achieving during the 3 program years. CT: The National Research Center on the Gifted and Talented. which was done using qualitative follow-up methods. Reference: Gentry. 2. Cluster grouping makes it easier for teachers to meet the needs of students in their classrooms by reducing the achievement range of students within a classroom. 3. and a significant interaction between the treatment and comparison school in favor of the treatment school. a causal-comparative. Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms (RM99138). enabling other students to become academic leaders and allowing new talent to emerge. Conclusions 1. • creating a sense of ownership. • creating opportunities for collaboration with colleagues and administration. Cluster grouping used in conjunction with challenging instruction and high teacher expectations may improve how teachers view their students with respect to ability and achievement. A secondary purpose of this study was to investigate the practices of the teachers who taught in the school using cluster grouping to help provide insight into their classrooms and the school. 5. emphasizing a variety of instructional strategies. Achievement scores improved over a three-year period for students in a cluster group environment and the number of students identified as high achievers increased. 6. L. and were involved in professional development in gifted education. achievement scores increasing within the school using cluster grouping. 4. • raising teacher expectations. This study employed both quantitative and qualitative methodologies. Storrs.18 Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms Marcia Lynne Gentry In this monograph. Placing high achievers together in one classroom challenges those students. M. Flexible grouping within and between classes that reduces the achievement range of each class can provide many benefits to all students and teachers. esteem of higher aptitude students drops slightly in XYZ classes. they are now drawing a composite picture of the studies and findings on grouping. Today. and (c) programs that make curricular and other adjustments for the special needs of highly talented learners. Cross-grade and within-class programs. Some grouping programs have little or no effect on students. another has concluded that it is harmful. have the largest effects on student learning. The key distinction is among (a) programs in which all ability groups follow the same curriculum. reviewers are using statistical methods to organize and interpret the research literature on grouping. other programs have moderate effects. The traditional name for this approach is XYZ grouping. Meta-analytic reviews have already shown that the effects of grouping programs depend on their features. Glass coined the term meta-analysis to describe this statistical approach to reviewing research literature. and still other programs have large effects. talented students from accelerated classes outperform non-accelerates of the same age and IQ by almost one full year on achievement tests. Grouping programs that entail more substantial adjustment of curriculum to ability have clear positive effects on children. They have painstakingly catalogued the features and results of hundreds of studies. which usually involve the greatest amount of curricular adjustment. Students in the top classes in XYZ programs outperform equivalent pupils from mixed classes by about one month on a grade-equivalent scale. For every research reviewer who has concluded that grouping is helpful. and they are more hopeful than ever before of coming to a consensus on what the research says. school administrators assign students by test scores and school records to high. (b) programs in which all groups follow curricula adjusted to their ability.19 An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives James A. and with the help of new statistical methods. Pupils in such grouping programs outperform equivalent control students from mixed-ability classes by two to three months on a grade-equivalent scale. middle. In typical evaluation studies. and they expect all groups to follow the same basic curriculum. Self-esteem of lower aptitude students rises slightly and self. Pupils in middle and lower classes in XYZ programs learn the same amount as equivalent pupils do in mixed classes. Talented students from enriched classes outperform initially equivalent students from conventional classes by 4 to 5 months on grade equivalent scales. Guidelines . however. Programs of enrichment and acceleration. In some grouping programs. for example. Does anyone benefit from it? Who benefits most? Does grouping harm anyone? How? How much? Why? Research reviewers have never reached agreement about the findings. Programs that entail only minor adjustment of course content for ability groups usually have little or no effect on student achievement. In his 1976 presidential address to the American Educational Research Association. Kulik Researchers have struggled for decades to find answers to questions about ability grouping. provide both grouping and curricular adjustment in reading and arithmetic for elementary school pupils. and low classes. for example. CT: The National Research Center on the Gifted and Talented. Although some school programs that group children by ability have only small effects. Bright.20 1. and slow youngsters profit from grouping programs that adjust the curriculum to the aptitude levels of the groups. Schools should therefore try to maintain programs of accelerated work. average. University of Connecticut. . 2. Schools should therefore resist calls for the wholesale elimination of ability grouping. Highly talented youngsters profit greatly from work in accelerated classes. 4. J. Schools should not expect student achievement to change dramatically with either establishment or elimination of such programs. Schools should try to use ability grouping in this way. 5. (1992). Benefits are slight from programs that group children by ability but prescribe common curricular experiences for all ability groups. A. Reference: Kulik. 3. Storrs. Highly talented youngsters also profit greatly from an enriched curriculum designed to broaden and deepen their learning. An analysis of the research on ability grouping: Historical and contemporary perspectives (RBDM 9204). other grouping programs help children a great deal. Schools should therefore try to maintain programs of enrichment. is the belief of nearly half of the principals and teachers that middle school learners are in a plateau learning period--a theory which supports the idea that basic skills instruction. and work best with routine. instructional and structural strategies. and assessment practices as well as cooperative learning practices. Classroom standardization and a "one-size-fits all" environment predominates over classroom flexibility as the norm in today's middle schools. . targeted focus. The teacher survey sample. Therefore. 2. and learning profiles inevitable in middle level populations?. (5) To what degree do middle schools appropriately employ effective alternatives to homogeneous as well single-size-provisions and single-size expectations for all learners in heterogeneous settings?. instruction. Moon Carol A. low level thinking. (3) What is the nature of the curriculum and instruction at the middle level and to what degree does it seem appropriately responsive to academic diversity?. The teacher survey was developed to obtain information on teacher beliefs. curriculum. Yet. principal beliefs. Educators' beliefs about differentiating the curriculum through instructional strategies often do not convert into practice. (4) How do middle level teachers and administrators understand and enact the concept of differentiating or modifying curriculum and instruction based on learner readiness. a dichotomy occurs when comparing their implementation of cooperative learning strategies to a model of accepted standards. The overwhelming majority of responding educators believe middle schoolers are more social than academic. interests. The major finding of the study is that teachers and principals report that academically diverse populations receive very little. and (6) To what degree do middle level practitioners seem to understand and use a full range of cooperative strategies and to what apparent effect for academically diverse middle school learners? The administrator survey sample. and assessment practices. if any. Six research questions guided the study: (1) What do middle school practitioners believe about the nature of middle school learners and what do these beliefs foreshadow for academically diverse middle level learners?. Both principals and teachers hold beliefs that would appear to underchallenge advanced middle school students. More alarming. Callahan The Middle School Academic Diversity Study was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the ways in which the current practices described in the middle school literature on meeting the needs of diverse learners are reflected in the policies. also drawn using random sampling procedures. There is much room for greater awareness of the needs of academically diverse populations in the middle school and the specific instructional skills required to meet these needs. included a sample of 500 principals. drawn using stratified random sampling procedures. and cooperative learning practices from the viewpoint of an middle school administrator. interest. school organization. The principal survey was developed to obtain information on school characteristics. 4. 3. Response rates were 25% (with no follow-up) for the principal survey and 61% (with one follow-up) for the teacher survey. concrete thinkers. beliefs. curriculum. and instructional practices of administrators and teachers in those settings. which support curriculum differentiation. extrinsically motivated. appear to be underused.21 Academic Diversity in the Middle School: Results of a National Survey of Middle School Administrators and Teachers Tonya R. included a sample of 449 teachers. Conclusions 1. and learning profile?. Tomlinson Carolyn M. and small assignments are appropriate. instruction. (2) To what degree do middle schools appear to engage in developmentally appropriate structures and practices likely to address the wide range of academic readiness. Middle school practitioners substantiate the middle school literature which promotes cooperative learning as an effective alternative to homogeneously grouped classes. University of Connecticut. Principals and teachers agree that heterogeneous cooperative groups prevail more than half the time when teachers implement cooperative learning strategies in their classrooms while cooperative groups. or gender. (1995). Reference Moon. C. low-level thinking. Middle school practitioners. are used infrequently if at all. but rather teach basic skills.. C.22 5. 6.. 7. R. advanced/gifted learners and culturally diverse learners typically receive less attention than special education or remedial students. T. who perceive the middle school learner as being in a plateau learning period tend not to create and deliver high level. and less complex reading assignments. When middle school practitioners focus on the diverse middle school population. Storrs. Academic diversity in the middle school: Results of a national survey of middle school administrators and teachers (Research Monograph 95124). Tomlinson. CT: The National Research Center on the Gifted and Talented. culture. . engaging curricula. & Callahan. which are homogeneous in regard to readiness. M. A. " while programs in all other groups are being "threatened." "reduced. 3. divided into four groups. H. (1994). Recommendations 1. according to economic health and the existence or nonexistence of a state mandate to provide program services. Results indicated that programs in states with mandates and in good economic health are "intact" and "expanded. and reductions in funding were associated with programs experiencing jeopardy. . J. Advocacy efforts need to be increased in states in poor economic health and/or where mandates do not exist. CT: The National Research Center on the Gifted and Talented. Reference: Purcell. University of Connecticut. Storrs. Advocacy for high ability students must occur with classroom teachers. 5. 2. Policy makers need to plan and articulate more comprehensive services for children with high abilities. The study was completed in a purposive sample of 19 states. 4.23 The Status of Programs for High Ability Students Jeanne H. Advocates in states without mandates need to direct their efforts toward policy makers. Advocacy efforts in states in good economic health with mandates need to be maintained. Decisions regarding the status of programs should not be based on trends which may not be supported by research. and legislators and executive officers at the state level. Decisions to modify or eliminate programs for high achieving students should be based on (1) research and (2) a thorough analysis of the effectiveness of a program at the school and district level. Advocacy efforts were most frequently associated by key personnel with programs that were intact or expanding. Purcell The Program Status Research Study was designed to examine the status of local programs for students with high abilities and the reasons to which educators and key personnel attributed the status of these programs." and "eliminated" in high numbers. 6. building administrators. Advocates for high ability children who want to maintain state mandates need to direct a large proportion of their efforts toward policy makers in the legislative and executive branches of their state government. The status of programs for high ability students (CRS94306). local board of education members. .. Curriculum Compacting [Video Set] (V921). burns Joseph S. 5. CT: The National Research Center on the Gifted and Talented.24 Curriculum Compacting Sally M. D. Streamline practice. but generally learn faster than their classmates. Provide instructional options for students who have not yet attained all the pretested objectives. M. Keep records of the process and instructional options available to students whose curriculum has been compacted for reporting to parents and forward these records to next year's teachers. 7. S. Burns. Identify students who may have mastered the objectives. E. Pretest students-before beginning instruction-on one or more of the objectives. Renzulli Curriculum Compacting is a procedure for modifying regular curriculum for high ability students. S. This videotape of a live broadcast includes an explanation of the compacting process. It also includes a summary of results on a national research study on Curriculum Compacting conducted by the NRC/GT. drill or instructional time for students who have learned the objectives. Organize and recommend enrichment or acceleration options for eligible students. or have the potential to master them at a faster than normal pace. This videotape focuses on implementing Curriculum Compacting at the elementary level and will point out the important distinction between basic skill compacting and content compacting. Find or create an appropriate way to pretest or alternatively assess competencies related to these objectives. & Renzulli. . University of Connecticut. 4. Storrs. a brief rationale as to why this is so necessary (including the dumbing down of textbooks and data related to how much content bright youngsters already know) and a discussion of each of the following eight steps involved in curriculum compacting: 1. Select the learning objectives for a given subject. 6. 8. Reference: Reis. (1992). Two guides accompany the videotape on compacting (guide for teachers and facilitators' guide) that provide extensive information on the topic. J. 2. 3. or pretest all students in the classroom. Reis Deborah E. The control group teachers identified one or two high ability students and continued normal teaching practices without implementing curriculum compacting. It also examined what would happen to students' achievement. content area preferences. Eighty percent of the teachers were able to document the curriculum that high ability students had yet to master. Rogers Julianne M. Reis Karen L. Content Area Preference Scales. Approximately 40-50% of traditional classroom material could be eliminated for targeted students in one or more of the following content areas: mathematics. A battery of pre and post achievement tests (out-of-level Iowa Tests of Basic Skills).25 Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study Sally M. list appropriate instructional strategies for students to demonstrate mastery. 4. 3. Teachers in 27 school districts were randomly assigned by district to four groups. Purcell John B. and (2) random assignment to treatment groups. the results expand previous knowledge about effective and efficient methods for training teachers to make appropriate and challenging curricular modifications for gifted and talented students in regular classrooms. To participate in this study. Smist During the 1990-1991 academic year. and a questionnaire regarding attitude toward learning were administered to identified students in the fall and at the completion of the school year. Westberg Jonna Kulikowich Florence Caillard Thomas Hébert Jonathan Plucker Jeanne H. This technique is designed to modify the regular curriculum to meet the needs of gifted and talented students in the regular classroom. districts had to meet and accept the following criteria: (1) no previous training in curriculum compacting. After receiving staff development services. The most frequently compacted subject was mathematics. and attitudes toward learning if curriculum compacting was implemented. science. Ninety-five percent of the teachers were able to identify high ability students in their classes and document students' strengths. The study was designed to investigate the types and amount of curriculum content that could be eliminated for high ability students by teachers who received various levels of staff development. Science and social studies were compacted when students demonstrated very high ability in those areas. language arts. three treatment groups that received increasing levels of staff development or a control group. teachers in each of the treatment groups implemented curriculum compacting for one or two high ability students in their classrooms. and social studies. and document an appropriate mastery standard. 2. The results of this study indicate that the compacting process can be implemented in a wide variety of settings with positive effects for both students and teachers. In addition. followed by language arts. The University of Connecticut site of The National Research Center on the Gifted and Talented conducted a study to examine the effects of a curriculum modification technique entitled curriculum compacting. Conclusions 1. Efforts were made to recruit districts throughout the country with elementary student populations that included economically disadvantaged and limited English proficient students. . 6. B. M. When teachers eliminated as much as 50% of the regular curriculum for gifted students... H. indicating that additional staff development.. J. M. Purcell. J. CT: The National Research Center on the Gifted and Talented. and spelling.26 5. Replacement strategies did not often reflect the types of advanced content that would be appropriate for high ability students. K. Plucker. J. would be beneficial. S... Rogers.. L. Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). J. F. no differences in the out-of-level post achievement test results between treatment and control groups were found in reading. Westberg.. as well as help from a specialist in the district. . Kulikowich. math computation. T. J.. & Smist. Storrs. (1993). Reference: Reis. Caillard. Hébert. University of Connecticut. social studies. Grade Telescoping. (f) cross-grade grouping produces substantial academic gains.27 The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner Karen B. two best-evidence syntheses. and evaluated to determine the academic. Cluster grouping of a small number of students within an otherwise heterogeneously grouped classroom can be considered. Gifted and talented students might be offered specific group instruction across grade levels. It was concluded that the research showed strong. and (3) grouping for acceleration. (e) within-class grouping and regrouping for specific instruction options produce substantial academic gains provided the instruction is differentiated. and (h) there is little impact on self-esteem and a moderate gain in attitude toward subject in full-time ability grouping options. . Either small or trivial effects were found for these six options for socialization and psychological adjustment. social. (g) cluster grouping produces substantial academic effects. tracking. regrouping for specific instruction. For the two meta-analyses and one best-evidence synthesis on mixed-ability cooperative learning there was no research reported below the college level to support academic advantages of either mixed-ability or like-ability forms. cross. but the research is scant and weak concerning the socialization and psychological adjustment effects of these practices. Moderate academic gains were found for Advanced Placement. 5. (d) pullout enrichment grouping options produce substantial academic gains in general achievement. and creativity. Curriculum Compression (Compacting). Across one meta-analysis and one best-evidence synthesis on acceleration-based grouping options. enrichment pull-out. and cluster grouping). 2. based upon the research synthesized was included. (c) full-time ability grouping (tracking) produces substantial academic gains. (b) the academic outcomes of these forms of ability grouping vary substantially from the effects reported for average and low ability learners.grade grouping. Across the five meta-analyses.e. and psychological effects of a variety of grouping practices upon learners who are gifted and talented. analyzed. Although no research had been directed specifically to these outcomes for gifted and talented students. and one ethnographic/survey research synthesis on ability grouping. Guidelines 1. (2) mixed-ability cooperative grouping for regular instruction. Rogers In this paper 13 research syntheses were described. there was some evidence to suggest sizeable affective outcomes. Gifted and talented students should be given experiences involving a variety of appropriate acceleration-based options. consistent support for the academic effects of most forms of ability grouping for enrichment and acceleration.. within-class grouping. Gifted and talented students should be given experiences which involve various forms of enrichment. Gifted and talented students should spend the majority of their school day with others of similar abilities and interests. critical thinking. Claims for the academic superiority of mixed-ability grouping or for whole group instructional practices were not substantiated for gifted and talented learners. and Early Admission to College. A series of guidelines for practice. several forms of acceleration produced substantial academic effects: Nongraded Classrooms. it was found that: (a) there are varying academic outcomes for the several forms of ability grouping that have been studied (i. Subject Acceleration. 4. 3. Three general forms of grouping practices were synthesized: (1) ability grouping for enrichment. perhaps only for social skills development programs. K. The relationship of grouping practices to the education of the gifted and talented learner (RBDM 9102). CT: The National Research Center on the Gifted and Talented. B. (1991).28 6. Mixed-ability cooperative learning should be used sparingly for gifted and talented students. . Reference Rogers. University of Connecticut. Storrs. 4. X.g. Jr. (Editors) The Successful Practices Study was an investigation of schools and classrooms that had a reputation for effective implementation of curriculum differentiation practices to meet the individual needs of high ability students. (Eds. At some sites. CT: The National Research Center on the Gifted and Talented. 7. Thomas Hébert. the teachers and parents described the leadership of school principals or superintendents whom they believed were responsible for teachers' instructional practices.. Storrs. researchers conducted observations in classrooms and interviewed teachers.. Students were viewed as having individual strengths and needs that were addressed in the classroom. University of Connecticut. 2. e. Using a multisite case study method. Teachers applied concepts learned from formal and informal inservice training to their classrooms. employed flexible grouping practices. Teachers embraced change and experimented with new strategies. and Karen Westberg--present their findings in the site profiles in this monograph. they found that the classroom teachers implemented curriculum modification procedures. positive guidance. or provided opportunities for advanced level projects to accommodate students' differing academic needs.. L. Profiles of successful practices for high ability students in elementary classrooms (Research Monograph 95122). Conclusions 1. Training in special education and related fields. provided advanced level content. In some situations. Stuart Omdal. gifted education specialists. and curriculum specialists was seen as integral to the developing appropriate and challenging curriculum. Westberg Francis X. Administrators gave support. Differentiated learning opportunities for all students were provided in their regular classrooms. administrators. 6. learning disabilities or gifted education. A synthesis of the findings and themes across the 10 sites are included in the final chapter of the monograph.29 Profiles of Successful Practices for High Ability Students in Elementary Classrooms Karen L. the teachers collaborated with the other teachers at their grade level or with district curriculum specialists to provide more academic challenges to talented students. Collaborate with grade level colleagues. Marian Matthews. And in some situations. Archambault.) (1995). encouraged individualization of instruction. K. and students at 10 school sites to describe both the specific ways that teachers make accommodations for individual students and the factors that influence these practices. F. and autonomy to teachers which encouraged them to try new strategies and curriculum. Marcia Imbeau. . Jann Leppien. 5. Thomas Hays. & Archambault. The researchers--Linda Emerick. Reference: Westberg. 3. Jr. M. Salvin The Classroom Practices Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular third and fourth grade classrooms throughout the United States. Reference: Westberg. Conclusions 1. The Classroom Practices Record (CPR) instrument was developed to document the types of differentiated instruction that these students receive through modifications in curricular activities. including grouping arrangements and verbal interactions. Westberg Francis X. The gifted and talented students in the study spent the majority of their time doing written assignments and listening to explanations or lectures. Significantly more wait time was provided to target average ability students than to target gifted students. X. Descriptive information about these practices was obtained from surveys and classroom observations. Dobyns Thomas J. Storrs. materials. T.. was provided for gifted and talented students in regular classrooms. Jr. Archambault. gifted students received instruction in homogeneous groups only 21 percent of the time. Sally M. Archambault. Preservice and inservice training practices for teachers need to be modified to include specific strategies for meeting the needs of gifted and talented students in the regular classroom. University of Connecticut.student verbal interactions. 4. 6.. . 5. 3. & Salvin. Across five subject areas and 92 observation days. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms (Research Monograph 93104). The results indicated that little differentiation in the instructional and curricular practices. Little or no differentiation in instructional and curricular practices is provided to gifted and talented students in the regular classroom whether the school has a gifted program or not.. F. This report describes the procedures used in the study and the results obtained from systematic observations of gifted and talented students in 46 third and fourth grade classrooms. The observations were designed to determine if and how teachers meet the needs of gifted and talented students in regular classroom settings. along with the encouragement and opportunity to practice these strategies. Descriptive statistics and chi-square procedures were used to analyze the CPR data. No significant differences in the types of questions (knowledge/comprehension vs. and teacher. L. S. Dobyns. higher order) were found between target students across all subject areas and sites. CT: The National Research Center on the Gifted and Talented. 2. The role of the gifted education specialist should be expanded to include consultation or collaboration with classroom teachers on meeting the needs of gifted and talented students in the regular classroom.. K.30 An Observational Study of Instructional and Curricular Practices Used With Gifted and Talented Students in Regular Classrooms Karen L. and the target gifted and talented or high ability students experienced no instructional or curricular differentiation in 84 percent of the instructional activities in which they participated. Jr. Become familiar with a variety of educational and behavioral strategies to determine which combinations might be effective for the individual child." Advocate for and support systematic research into ADHD within the gifted population. Layne Kalbfleisch F. Explore multiple perspectives in your pursuit of information about ADHD. 8. Be aware that ADHD and giftedness can co-exist. & Castellanos. Reference: Kaufmann. diagnosis. assessment. 7. 4. X. . 3.. L. Kalbfleisch. 5. Recommendations 1. 6. 10. (2000). Xavier Castellanos This monograph summarizes current scientific knowledge about Attention-Deficit/Hyperactivity Disorder (ADHD) in children and presents issues related to ADHD in gifted students. educational strategies and medical interventions are discussed. 9. Remember that the most important criterion for diagnosing ADHD is the degree of impairment experienced by the child in two or more settings. Be aware that individuals with ADHD have their greatest difficulties in the "output" stage of cognitive processing. A range of perspectives. CT: The National Research Center on the Gifted and Talented. Utilize a multidisciplinary team to arrive at diagnoses and to develop comprehensive treatment plans. Provisional recommendations for parents and teachers are provided along with directions for future research. University of Connecticut. F. Causes.. are applied to the interaction of ADHD and giftedness. including behavioral. Model and support the process of "knowing thyself. M.31 Attention Deficit Disorders and Gifted Students: What Do We Really Know? Felice Kaufmann M. educational. Determine whether shifting attention is a point of vulnerability for the student. cognitive. F. 2. Storrs. or medical. Be cautious about promises of "quick-fixes"—whether behavioral. and neurobiological. Attention Deficit Disorders and gifted students: What do we really know? (RM00146). Second. Five elements that will feature in a new paradigm of giftedness are presented and discussed. are underscored to illuminate the additional challenges posed to high achieving. This monograph contains six sections which provide practitioners with a useful paradigm for identifying giftedness among all groups of young people. Simply put. The Javits Act reaffirmed the conviction that in every population there are individuals with potential for outstanding achievement who are in environments where this aptitude may not be recognized nor nurtured. Youngsters with talent potential are found in all cultural groups. Emerging insights from the Javits Gifted and Talented Students' Education Act are addressed in the fifth section of this monograph. The under-inclusion in programs for the gifted of economically disadvantaged and minority children has been well documented. and identification through learning opportunities. These elements include: new constructs of giftedness. Specifically. aptitudes and behaviors to be nurtured rather than by static test performance. Such individuals are most likely to come from racial/ethnic minority or economically disadvantaged groups. Congress reasserted the belief that youngsters with talent potential are found in all cultural groups. and in all areas of human endeavor. In the fourth chapter behaviors that characterize gifted performance are examined. and in all areas of human endeavor. all insights are synthesized in the last chapter. In recent years. 100297). New constructs of giftedness reflect a multifaceted.culturally. ethnically diverse students. as well as specific attributes or behaviors which manifest themselves in particular cultural contexts or settings.L. which are different from mainstream values. These specific behaviors are not as well known as the absolute behaviors and can be used by practitioners to identify the talent potential among racial/ethnic minority or economically disadvantaged groups. cultural and environmental values. the values and environmental influences of several cultures are examined. those students are consistently underrepresented in programs for the gifted while being disproportionately represented in special education programs. multidimensional perspective and are defined by traits. Javits Gifted and Talented Students Education Act of 1988 (P. The third section concerns the results of an exploratory study designed to examine the characteristics of economically disadvantaged and limited English proficient gifted students. . cultural and contextual variables. Yet. authentic assessment. First. "absolute" behaviors which characterize high performance cross. multicultural. a review and critique of traditional identification approaches is provided to highlight the limitations the tests may have for identifying talent potential among those currently underrepresented in gifted programs. across all economic strata. Finally. there have been significant and continuing increases in both the number and proportion of racial/ethnic minority and economically disadvantaged children in the school population. Within-group cultural differences are also illuminated because they are often as great or greater than differences among subgroups. across all economic strata.32 Toward a New Paradigm for Identifying Talent Potential Mary M. research suggests that there may be well-known. absolute and specific behaviors. Harry Passow In passing the Jacob K. Frasier A. 2. Conclusions 1. Reference: Frasier. CT: The National Research Center on the Gifted and Talented. Increased sensitivity to and understanding of culturally determined and environmentally affected behaviors will help educators to recognize and interpret performance indicators of talent potential in the context in which they are displayed. M.33 3. (1994). & Passow. The use of multiple criteria and authentic assessment techniques--instruments and assessment tools other than intelligence and achievement tests--is widely advocated. aptitudes. University of Connecticut.. M. H. 4. A. and behaviors which characterize high performance cross-culturally as well as specific attributes or behaviors which manifest themselves in particular cultural contexts or settings. 5. Storrs. There are absolute attributes of giftedness. The provision of rich learning opportunities for all students provides a means for children to display their gifted behaviors and talent potential. traits. 6. Toward a new paradigm for identifying talent potential (Research Monograph 94112). . and evaluations from arts instructors. travel information. family composition. . but few opportunities to pursue their dreams and aspirations. equipment and instruments. Opportunities are the key to students' ability to continue in the arts and attain success. participated in the study. Artistic talent development for urban youth: The promise and the challenge (RM00144). school teachers. & McCartney. community organizations. child care. who had all taken part in a dance or music program in their elementary school years. 4. and parents design interventions and programs to help young people who have the talent and drive. and communication network among program families.. Obstacles to Talent Development in the Arts 1. safety concerns. 2. finances. parental support. Programs in economically disadvantaged communities with few resources and underserved by art specialists must have the support components available to more advantaged students. Recommendations for Talent Development Program in the Arts 1.34 Artistic Talent Development for Urban Youth: The Promise and the Challenge Barry Oreck Susan Baum Heather McCartney This longitudinal case study investigated issues that influence successful talent development in the arts and looked at the effects of long-term artistic involvement on the lives of 23 artistically talented young people in New York City. This study provides information that can help schools. H. arts instructors. cultural institutions. The most crucial success factor is the existence of a school-based program that identifies and develops students' artistic talents.. summer training. 4. their families. CT: The National Research Center on the Gifted and Talented. The key issues of the study concern the nature of the obstacles faced by economically disadvantaged and minority students in pursuing artistic talent development and the factors that help some students overcome those obstacles. 3. and other interested adults. Appropriate and affordable instructional opportunities in schools and neighborhoods are limited in the economically disadvantaged communities. 3. A widely varied group of students aged 10-26. trips and auditions to magnet arts programs. Resentment from peers and siblings along with social stigma about participation in the arts compels artistically talented students to hide their accomplishments. Reference: Oreck. academic records. University of Connecticut. Baum. and physical environment inside and outside the home. The students' achievements and progress in both the arts and in school were examined through direct observations. Family circumstances include a range of interconnected issues. (2000). Personal dreams of the pursuit of the arts as a career and the reality of making a good living are in conflict when students are deciding how best to continue their studies. 2. Students and families need information about further training opportunities and scholarships. B. Storrs. provided multiple perspectives on their development as artists and the place that the arts played in their lives. Interviews with the students. S. Having attained this goal. experience. Some state policies are clearer. The analysis indicates considerable variability among states so that there is no single model that provides a pattern for other states to follow. regulations. and developments in education. the distinctive state-local relationships by which diverse mandates and the regulations permitting discretionary programs are implemented differently. Some documents are stronger with respect to specific components (e. curriculum. rules. The elements examined include: • • • • • • • • • • • State mandated services District plans for the gifted Gifted education as part of special education Philosophy or rationale Definitions of gifted and talented Identification procedures Programs for the gifted Differentiated curriculum and instruction Counseling and other support services Program evaluation State funding for the gifted The fact that all 50 states have formulated policies in the form of legislation.35 State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation A. nature of mandate. the ongoing school reform and restructuring efforts. and the consequences of the ways local school districts have implemented state policies. Rudnitski This study consists of an analysis of state policies on the identification and education of the gifted as reflected in legislation. recommendations. or guidelines that support education of the gifted and talented represents a very significant achievement. the changing context for society and schooling that is occurring. and related fields. more positive. rules. taking into account research. regulations. . and more directive than others. psychology.g. or evaluation). Harry Passow Rose A. a consequence of vigorous and persistent efforts on the part of many advocates. These suggestions deal with the elements or components of a comprehensive policy for the education of the gifted and talented. organization. A number of suggestions are provided for educators and other advocates as they reexamine and reassess their state's policies. The report is not a state-by-state description of policies but rather an analysis of the elements or components that comprise a comprehensive policy for identifying and nurturing talent potential. and guidelines provided by 49 of the 50 states. Conclusions 1. regulations.. rules. All 50 states have formulated policies in the form of legislation. identification. or guidelines that support education of the gifted and talented. the time is now right for a reexamination of existing policies. 36 2. 3. About a fifth of the states include the gifted and talented under a special federal education legislation. 4. . (1993). instruction. 6. State policies regarding education of the gifted as reflected in legislation and regulation (CRS93302). Basic frameworks are provided for identifying and educating gifted children. 5. and funding) that are required or recommended. Policies regarding identification procedures range from broad guidelines to specific standards to very detailed lists of instruments. organization.. identification procedures. States vary widely with respect to programs elements (definition. Storrs. Reference: Passow. University of Connecticut. & Rudnitski. R. CT: The National Research Center on the Gifted and Talented. The absence or presence of strict controls and jurisdictions determine the nature of programs for the gifted. evaluation. A. A. A few states suggest that gifted and talented students have distinctive counseling and psychological needs. H. social and behavioral problems. The second and most compelling finding of the research was the positive gains made by the students through their involvement in the Type III intervention. student products. Baum Joseph S. teachers' observational logs. Renzulli Thomas Hébert The purpose of this multiple case study was threefold. (2) the presentation of self regulation strategies. Type III enrichment provides opportunities for students to become actual investigators of real problems in areas of interest through suitable means of inquiry and to bring their findings to bear on real world audiences. Several teacher behaviors emerged as crucial to the students' success in reversing the underachievement pattern. Most were no longer underachieving in their school settings at the end of the intervention. and • learning deficits. (3) the opportunity to investigate their own issues of underachievement. • inappropriate curriculum. All students were guided through a Type III study by their referring teacher. (2) focusing on positive traits of the student. the findings endorsed the use of a positive approach to help students reverse their pattern of underachievement. The findings were numerous. attitude. The first objective was to examine the phenomenon of underachievement using creative productivity. • focusing on positive traits of the student. Five aspects of the underachievement pattern evolved as an important focus for different groups of students depending on their unique learning needs: (1) the relationship with the teacher.37 The Prism Metaphor: A New Paradigm for Reversing Underachievement Susan M. (3) understanding their role as facilitator. a variety of factors were identified as contributing to the underachievement pattern of high ability students including: emotional issues. the lack of an appropriate curriculum. The 17 students ranged in age from 8-13 and included 5 girls and 12 boys. and (5) the opportunity to interact with an appropriate peer group. 2. and last. Eighty-two percent of the students made positive gains during the course of the year or in the year following the intervention in achievement. First. and (5) conveying a belief in the students' abilities. and learning and self-regulation difficulties. Twelve teachers who had received training in the Enrichment Triad Model selected 17 students identified as gifted who were underachieving in their academic classroom settings. The next goal was to describe and analyze the effects of the intervention on participating students. (4) applying the role of teacher as researcher. • social and behavioral problems. (4) the opportunity to work in an area of interest in their preferred style of learning. These contributing factors resulted in the students' demonstrating unique learning needs. These results formed the foundation for the development of grounded theory in understanding the dynamics of reversing underachievement in high ability students. These behaviors included: (1) taking time to get to know the student. or behavior. to develop grounded theory about the dynamics of reversing the underachievement pattern. and documents provided information about individual students in the context of pursuing Type III investigations. In addition. . Conclusions 1. Underachievement is based on a variety of contributing factors including: • emotional issues. Interviews with students and teachers. specifically Type III enrichment as a systematic intervention for reversing the pattern. Six teacher behaviors promoted student success: • taking time to get to know the student. interest-based activities. M. understanding the individualized small group investigations of real problems (Type III). Reference: Baum. an understanding of personal issues of underachievement. and • conveying a belief in the students' abilities.38 • • 3. Storrs. S.. CT: The National Research Center on the Gifted and Talented. & Hébert. University of Connecticut. T. The Type III process satisfied individual student needs resulting in positive relationships with adults. S. (1995). acquisition of self-regulation strategies. • applying the role of teacher as researcher. focusing their energies on locating and providing resources for their students. and the influence of a positive peer group. . The prism metaphor: A new paradigm for reversing underachievement (CRS95310).. Renzulli. J. attitudes toward school subjects.39 A Study of Achievement and Underachievement Among Gifted. Neither test scores nor teachers are able to represent the strengths of minority students without using multiple instruments and procedures. and average achievers and underachievers were: (1) students' attitudes toward reading. Since African-American students are underrepresented in gifted programs nationally. . and (3) students' own achievement ideology. There were 17 gifted underachievers (11% of the sample). 18 eighth graders (38%). potentially gifted. A multiple regression was used to identify underachieving students. Almost 40% of gifted and potentially gifted students were underachievers. perceptions of the learning environment. racial/ethnic identity. and about 50% of average students were underachieving. potentially gifted. 18 average achievers (12%). Comparative results are based on a 3x2 model. Results indicate that the variables most effective as discriminating among the gifted. two in five students sampled were underachieving based on regression analysis. math. and average) African-American students were surveyed regarding their perceptions of factors that negatively or positively affect their achievement. social (peer issues and societal injustices). In every school district that participated in the study. and 20 average underachievers (13%). African-American students were underrepresented in the gifted education programs. Academically diverse (gifted. Three students were not categorized relative to achievement status due to missing test scores. as well as the influence of psychological. 27 potentially gifted underachievers (18%). those whose GPA was at or higher than the level predicted were defined as achievers (n = 87. including the impact of racial identity and test anxiety on students' performance. potentially gifted. and average students) and two achievement levels (achievers and underachievers). and 19 ninth graders (48%) who were underachieving. 24 seventh graders (45%). Forty-four students (29%) in the study were identified as gifted by their respective school districts. 3. Ford This report presents results of a cross-sectional study consisting of interviews with 152 middle and high school (grades 6 to 9) African-American students in five mid-Atlantic school districts in 1995. (2) students' perceptions of parental achievement orientation. Potentially Gifted. Socioemotional and psychological variables should be examined during the identification process. 2. Nine variables were investigated. and motivation. Thus. Relative to grade level. achievement. namely. 58%). with three academic groups (gifted. and Average African-American Students Donna Y. Half of the males in the sample (n = 27) and 37% of females (n = 35) were underachieving. support for the achievement ideology. Students whose current semester grade point average (GPA) was one or more standard deviations below the level predicted by their overall Iowa Tests of Basic Skills (ITBS. 27 gifted achievers (18%). and cultural/familial factors. 42%). grade 4) score were defined as underachievers (n = 62. Conclusions 1. test anxiety. 40 potentially gifted achievers (27%). school districts should focus on both talent development and the nurturance of abilities. and science. Identifying African-American students as gifted may be difficult due to their achievement test scores and underachievement in the classroom. there was one sixth grader who was underachieving (13%). University of Connecticut. Curricular modifications that are multicultural in nature increase the motivation and engagement of African-American students. Home-student-school partnerships are essential for promoting academic achievement among African-American students. Y. Schools that recruit and retain minority teachers who can serve as mentors. and advocates for minority students provide an added support system for the underachieving African-American student. 7. Storrs. 5. 6.40 4. Counseling efforts may close the gap between the underachieving African-American students' beliefs about achievement and their lack of performance. CT: The National Research Center on the Gifted and Talented. Reference: Ford. . role models. (1995). D. A Study of achievement and underachievement among gifted. potentially gifted. and average African-American students (Research Monograph 95128). This integration of multi-culturalism promotes self-understanding and self-appreciation. V. & Finley. . J. imagination/creativity. humor. L. Frasier Scott L. and reasoning. University of Connecticut. problem-solving. Ten core attributes of the giftedness construct were identified: communication skills. Frank. and reasoning).. memory. Martin.41 Core Attributes of Giftedness: A Foundation for Recognizing the Gifted Potential of Economically Disadvantaged Students Mary M. Hunsaker Jongyeun Lee Sandra Mitchell Bonnie Cramond Sally Krisel Jaime H. Finley This paper reviews literature characterizing gifted students from minority and/or economically disadvantaged families and areas and presents a proposal for focusing on the core attributes that underlie the giftedness construct as a more viable way to facilitate their identification and education. Lee. Storrs. D. Gifted students from minority populations should not be considered one group to which appropriate identification procedures apply. The paper concludes with implications for using these core attributes to facilitate teachers' recognition of gifted target population students and to guide the selection and development of assessment measures in identification. Cramond. insight. J. inquiry. S. problem-solving. Core attributes of giftedness: A foundation for recognizing the gifted potential of economically disadvantaged students (RM95210).. interviews)... CT: The National Research Center on the Gifted and Talented. García Darlene Martin Elaine Frank Vernon S. M. A qualitative content analysis method was used to analyze phrases and sentences in literature on the gifted to determine common features that characterize gifted children from the target population and the gifted population in general. E. memory. 3. Krisel. 4. interests. Guidelines 1.. S. Emphasis needs to be given to personality and motivation factors as well. Core attributes used to identify economically disadvantaged gifted students should not focus on intellectual abilities alone. 2. insight. B. A variety of techniques should be used to identify economically disadvantaged gifted students (checklists. creativity/imagination. motivation. Identification of economically disadvantaged gifted students should be based on a list of core attributes that capture the essence of giftedness (communication skills. The results of this analysis became the basis for the proposal to use core attributes of giftedness to design more viable procedures of identifying giftedness in target population student groups. S. The attributes apply to students in any social class or economic position.. motivation. Reference: Frasier. S.. humor. M. Mitchell. inquiry.. (1995).. interest. Hunsaker. rating scales. García. Each individual has his/her own characteristic strengths which need to be identified and serviced. H. Further. as well as recommendations for inservice and preservice teacher education. A major premise is that students who appear to have behavioral problems may be. designed to be challenging. assessment must examine the full range of student strengths and weaknesses rather than the merely "testing" for the predetermined. 3. Important implications for understanding the rationale to include students with behavioral challenges in gifted programs. a priori category. School systems need to revise identification procedures to locate bright students with behavioral problems. Schools and universities need to devise inservice and preservice programs to provide information for educators that will broaden their views about the nature and needs of high ability students and students with behavioral difficulties to recognize the potential for students to concurrently possess both exceptionalities. and perhaps are. indicators of creative and/or learning potential. School systems need to implement practices that support educators in their efforts to serve bright students with behavioral problems. gifted. McGuire The legacy of Terman may be the creation of a new myth about the gifted. Terman claimed that gifted students were appreciably superior to unselected children in physique. 6. and to invite learning challenges. and motivating. Credence can be given to the idea that many of the manifestations of these disorders are similar to. also eligible to be served in programs for the gifted. Terman reported that the students identified as gifted for his study (IQ>140) were superior in most areas of functioning to those who did not qualify. health. 7. . The student evaluation should be comprehensive in nature." Emphasis is placed on an examination of the similarities among characteristics of high ability/creative children and students identified with emotional or behavioral disorders and/or attention-deficit/hyperactivity disorder. underpinning reasons that students with disabilities are routinely overlooked for gifted services. in fact.. This widely held view may be one of the major. Reid Michele D. and adaptations in the general school environment are provided. social adjustment. are not considered for gifted services due to overt negative behaviors and conduct problems which conflict with the "Terman perspective. The learning environment designed for high ability students with emotional or behavioral disorder or attention-deficit/hyperactivity disorder needs to be conducive to creative pursuits and risk-taking. Recommendations 1. it is proposed that students identified with emotional or behavioral disorder and/or attention-deficit/hyperactivity disorder may be dually qualified for services. Curricula for high ability students with emotional or behavioral disorder or attentiondeficit/hyperactivity disorder need to be appropriate for each individual child and. 4. a perspective that has become the predominant thinking in the field. curricula. The present paper proposes that students with attention and/or behavioral problems. 5. i. creative. and moral attitudes. and considerations regarding interventions. in particular. thereby. 2.42 Square Pegs in Round Holes-These Kids Don't Fit: High Ability Students With Behavioral Problems Brian D.e. Instructional practices for high ability students with emotional or behavioral disorder or attention-deficit/hyperactivity disorder need to be diverse and determined for each child on an individual basis. & McGuire. D.. D. Storrs. University of Connecticut. B.43 8. Reference: Reid. intrinsic motivation and self-regulation for high ability students with emotional or behavioral disorder or attention-deficit/hyperactivity disorder in place of extrinsic contingencies need to be explored and employed. M. Methods to develop autonomy. CT: The National Research Center on the Gifted and Talented. Square pegs in round holes-these kids don't fit: High ability students with behavioral problems (RBDM 9512). . (1995). For these students. Although parents of students in this study cared deeply about their children. Most high achieving females in this study chose not to date in order to be able to concentrate their energies on their studies. Conclusions 1. coaches. The findings in this study indicate that achievement and underachievement in this urban high school are not disparate concepts. achievement was like walking up a crowded staircase. and approximately 20% were African American and the remaining 10% were a mixture of White. Various cultural differences were found between students from specific cultural groups who achieved and underachieved in school. High achieving students had a strong belief in self and were resilient about negative aspects of their families and their environment. High ability students who underachieved in high school acknowledged that their underachievement began in elementary school when they were not provided with appropriate levels of challenge. achieve at high levels. it was extremely difficult to turn around and climb back up. and administrators about the reasons that some academically talented students fail to achieve in school. often came from families in which problems were evident. teachers. 60% of the students were Puerto Rican. many other students pushed them back up the staircase. If students started to underachieve and tried to turn and walk down the staircase. In many cases. between parental divorce and underachievement. and were not resilient enough to overcome urban environmental factors such as gangs and drugs. Other findings include the following: No relationship was found between poverty and underachievement. high ability students who were identified as high achievers were compared with students of similar ability who underachieved in school. Various gender differences were also found such as the importance of peer support for females who achieve in school. Successful students received support and encouragement from each other and from supportive adults including teachers. and guidance counselors. Ratley In this study. their involvement in their children's high school education was minimal. In this school. and other racial/ethnic groups. Thirty-five students participated in this three year study which was conducted in a large urban high school. Maxfield Michael E. guidance counselors. Some of the high achieving students also experienced periods of underachievement in school. Students who achieved in school took part in multiple extracurricular activities both after school and during the summer. however. Students who achieved in school acknowledged the importance of being grouped together in honors and advanced classes for academically talented students. Qualitative methods were used to examine the perceptions of students. students who underachieved had achieved at high levels in the previous year or semester in school. Hébert Eva I. The abilities of this group of young people were often unrecognized by their parents. the cycle of underachievement began and a student went down that crowded staircase. however they were supported in their achievement by a network of high achieving peers who refused to let their friends falter in school. Asian. teachers. Students in this study experienced both periods of achievement and underachievement throughout their school careers. while others who come from similar types of homes and families. and mentors. . Once. Achievement and underachievement are not disparate concepts. Reis Thomas P. Díaz Lori R. staff. or between family size and underachievement.44 Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School Sally M. Students who underachieved in school did not exhibit the same belief in self. often came from families in which problems were evident. and guidance counselors during their elementary school years. Maxfield.. The abilities of high ability students who underachieved were often unrecognized by their parents. T.45 2 3. & Ratley. E. Díaz... 4. Reference: Reis. Students who underachieved in school did not exhibit the same belief in self. CT: The National Research Center on the Gifted and Talented. L. I. and were not resilient enough to overcome urban environmental factors such as gangs and drugs. M. . High ability students who achieved acknowledged the importance of peers in supporting and challenging them to succeed and the positive effects of being grouped with other students of similar abilities. High ability students who underachieved in high school acknowledged that their underachievement began in elementary school when they were not provided with appropriate levels of challenge. University of Connecticut. S. Storrs. R. 5. R. teachers. Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95120). M.. Hébert. (1995). These students generally stated that their talents were not addressed by the school system they attended. provided a fascinating portrait of the challenges and problems faced by high ability students with learning disabilities. providing instruction in learning strategies. Advocacy. The participants reported both positive and negative academic experiences that centered around school personnel's understanding of their needs. Students also reported negative school experiences and difficulties which are typically associated with learning disabilities such as social problems. Both students and parents recalled specific teachers who became interested in the student or made appropriate academic accommodations including: providing extra time on tests. and/or retention offer little challenges to high ability students with learning disabilities and may perpetuate a cycle of underachievement." defined as the energy the individual brings to bear on a specific task. 3.46 Talents in Two Places: Case Studies of High Ability Students With Learning Disabilities Who Have Achieved Sally M. taking time to listen. 4. Many high ability students who have learning disabilities are not recognized for their gifts and may have negative school experiences. 2. A major finding which emerged from the interviews was the positive impact of the services provided by The University of Connecticut Program for Students with Learning Disabilities. whether by parents or outside agencies gave the necessary support needed by these students in realizing their true potential. Students displayed sheer determination in accomplishing goals and seemed to possess what Renzulli has called "task commitment. at The University of Connecticut followed twelve young adults with disabilities who were successful at the college level. difficulty with teachers. and frustration with certain academic areas. Extensive interviews with these young adults and their parents. and challenging the student in ways others had not. Parents often reported that school systems simply "did not know what to do" with their children. High ability students with learning disabilities need support to understand and effectively use their strengths. but problems still exist regarding the identification and provision of support services and programs for this population. Reis Terry W. Traditional remediation techniques like special education classification. Lack of understanding by school personnel. The positive school experiences primarily centered around individual teacher support. Conclusions 1. . and self may cause emotional and academic problems for students struggling to cope with learning disabilities and giftedness. tutoring. peers. as well as a thorough review of available school records. This study. increasing attention has been given to the perplexing problem of high ability students who also have learning disabilities. McGuire During the last decade. This research provides a fascinating portrait of the issues that must be addresses if the educational and emotional needs of high ability students with learning disabilities are to be met. Positive personal characteristics exhibited by this group included high levels of motivation. Neu Joan M. Parents are often the only ones to offer support to their high ability children who also have learning disabilities.. & McGuire. Talents in two places: Case studies of high ability students with learning disabilities who have achieved (Research Monograph 95114). M. S. They can increase their effectiveness by exploring all available options and advocating for their children from an early age. W.. . CT: The National Research Center on the Gifted and Talented. Reference: Reis. J. University of Connecticut. Storrs. Neu.47 5. T. M. (1995).