Talking With Your Child About Gifted

As a parent or caregiver, you may understand that the differences your child exhibits relate to her giftedness, but your child likely does not. When children notice and feel different from their peers, they seek explanations. Sadly, their peers may be eager to provide them with poor explanations for these differences. Age mates may describe the gifted or 2e child as odd, weird, or strange. Some kids may criticize or humiliate gifted children for their knowledge or behavior. Even well-meaning adults can unreasonably expect gifted children to know all the answers or to always behave appropriately.

Many parents are uncomfortable with the term gifted, as some see negative connotations—even though the term is intended to highlight a strength area, not make a value judgement. Gifted is a common term in education literature and legislation; parents are encouraged to become comfortable with this term. If you feel uncomfortable using the term gifted or seek other words to describe your child, you can substitute other descriptors such as accelerated learner, quick learner, bright, precocious, high ability, and high potential, to name a few. Modeling is also important. Adults have strengths and weaknesses, too. When parents acknowledge and show they're comfortable with their own strengths and weaknesses, it helps children become comfortable with their own giftedness and areas of weakness. Using descriptive terms to label our children’s strengths helps them become more comfortable with those strengths.

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Characteristics of Gifted Children

While each gifted child demonstrates unique traits and abilities, some common characteristics appear to differentiate the gifted learner from his or her classmates.  These characteristics frequently include:

Characteristics of the Gifted Child Checklist

• A child who is gifted, frequently possesses the ability to understand and appreciate subtle nuances in language.  This often includes the use of advanced vocabulary.  Gifted learners often reads above grade level.  Gifted learners may read widely in multiple areas of interest or intensely in a singular subject area.

• The gifted child may seem to have an impeccable memory – retaining a variety of information (even over long periods of time).

• Gifted learners may be described as “intense.”  Gifted children often display periods of intense concentration, becoming completely immersed in topics of interest (perhaps ignoring outside events).

• Gifted children are frequently curious and possess an acute awareness of self and the environment. The gifted child may passionately pursue a line of questioning to learn more about topics of interest.

• It is common for gifted learners to make connections that allow for significant leaps of learning.  A gifted child is able to perceive complex relationships, comprehend subtle implications, and process a large amount of information.

• Gifted learners have the ability to think abstractly.  Children who are gifted tend to transition between concrete to symbolic representations more readily than their age level peers.

• Critical thinking skills are commonly observed among gifted children. Gifted learners are adept at evaluating situations and drawing conclusions.  

• A child who is gifted often shows independence, self-reliance, and responsibility in completing tasks.

• The gifted child may be described as being “creative.”  This learner is able to develop and explore alternative approaches, and create novel products.

• Gifted children may seem to have limitless energy – moving from task to task.  

• Leadership is frequently an area of strength for the gifted child.  He or she may rise up and assume leadership roles in a variety of circumstances.

Note:  “Good grades” and “high scores” on standardized achievement tests are not necessarily indicators that a student is gifted.  Gifted testing is necessary for accurate identification.

Culturally Fair and Inclusive Practices in Serving Gifted Populations

Gifted learners are represented in all ethnic, linguistic, and socioeconomic groups.  Nationally speaking, roughly 6-8 percent of the general population is identified as being gifted and requiring specialized services.  However, identification among specialized populations often reveals discrepancies.   Understanding some of the issues surrounding this discrepancy can lead to improved practices that support meaningful gifted identification for Culturally, Linguistically, and Economically Diverse (CLED) and ALL students. 

Barriers to Gifted Identification

• The identification and dismantling of barriers must be included as part of the definition of equity since the road to identification for gifted services contains several barriers for CLED students. Some of these barriers include the following:
• Utilization of referrals as the only means to the G/T screening process—CLED parents may not be aware of gifted services and what they entail
• Educators may not recognize gifted characteristics from CLED students (or students from another culture different from their own)
• CLED parents are not as likely to advocate for gifted services—the referral forms are difficult to complete or not in their native language
• Gifted characteristics manifest themselves differently in CLED students—some may even appear as negative characteristics
• Assessments or use of national norms may be biased against CLED students
• Various gaps (which include cultural perception, beliefs, opportunity, etc.) of CLED students and teacher perceptions or stereotypes of giftedness

Dr. Donna Ford, in her book Recruiting & Retaining Culturally Different Students in Gifted Education, creates a table containing more issues and barriers for culturally different families, where she explains some perceptions from CLED families regarding gifted educational involvement, the referral process, and advocacy.

(*from Texas Education Association, 2022)

Acceleration

Acceleration Acceleration helps match the level and pace of the curriculum to the needs of academically talented students. By definition, gifted students are ready to progress more quickly and to a higher level than their agemates. Acceleration allows students to do this; it provides academic challenges for students who are ready. As demonstrated by extensive research, accelerated students demonstrate impressive short- and long-term achievements.

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What is Enrichment?

In school, gifted children often cannot delve as deeply as theywould like into the subjects thatinterestthem—whether they be academic, creative, athletic pursuits, or even hobbies. Enrichment activities,typically extending beyond the school curriculum, can fulfillthis need,with the added benefit of socializingwith likeminded peers. Enrichment programs existin awide variety offormats and usually occur after school, on theweekend, or during the summer. However, opportunities are often notwell-marketed, so it may beworth asking fellowparents,teachers, and administrators about programs in your area. If you live too far from a program or cannot manage the time and expense involved, you can begin by exploring opportunities nearby. These mightinclude mentorships (with localtalent), community resources atlibraries, cultural and nature centers, or scholarships at visual or performing arts studios. If your childwants to attend a particular program, you can inquire abouttransportation options and sliding scale tuition; many programs offer help in these areas.

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Nurturing Creativity

Creativity is our country’s most valuable resource and has become scarce in many school districts. Concerned parents see the emotional, social, and intellectual consequences of a narrowing curriculum and a system that fails to integrate creative thinking and the arts for young minds.

Parent TIPS for Supporting Creativity:

• Build your home environment around your family's interests and strengths.
• Provide stimulating work spaces, supplies, displays, and tools.
• Include arts materials as well as books, prints, recordings, instruments, and children’s biographies.
• Allow your child to see you make mistakes, try a different approach, and take risks.
• Show your curiosity and joy; share your humor.
• Do projects with your children that engage their whole selves: touching, feeling, imagining, listening, sensing, composing, combining, writing, improvising, and inventing.
• Create open time in your child’s day for creative exploration.
• Expose your child to as many different areas/fields as possible. Include the natural world as a source for exploration and learning―nature integrates all the senses.

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Seminar # 1: “My Child is Gifted. Now what...?”
Presenter: Dr. Aimee Sulit, Manager of Gifted & Advanced Academics
Join Dr. Aimee Sulit as she provides an overview of the continuum of gifted services available in DVUSD. Parents will gain insights into various program models to determine which services best fit their children’s distinctive needs.

Date/ Time: August 24, 2023 (6:00 – 7:00 p.m.)

About the Speaker:
Dr. Aimee Sulit currently serves as the Manager of Gifted & Advanced Academics for Deer Valley Unified School District. In her role, she supports administrators, teachers, parents, and students in both the academic and social emotional areas. In addition to her work in Deer Valley, Dr. Sulit teaches preservice teachers in the Mary Lou Fulton Teacher College with ASU. Dr. Sulit received her Doctorate from Northern Arizona University in Educational Leadership (2020). With over 25 years in education, Dr. Sulit uses her expertise to provide extraordinary educational opportunities to every learner.

VIDEO:  Gifted Parent Seminar #1

Presenter:  Dr. Aimee Sulit, Manager of Gifted & Advanced Academics

Under-achievement and perfectionism are common barriers that contribute to academic disengagement and prohibit gifted and talented students from reaching their potential.  Students with a growth mindset are more likely to persist in the face of challenge.  Join Dr. Aimee Sulit as she discusses key factors influencing students’ growth mindset. Parents will walk away with key strategies to foster growth mindset at home.

Date/ Time:  April 4, 2023 (6:00 – 7:00 p.m.)

Location:  Las Brisas Elementary

Growth Mindset Resources:

MINDSETKIT

25 Growth Mindset Books for Kids

Growth Mindset Parenting (article)

Growth Mindset Parent Self-Assessment

85 Growth Mindset Books for Kids & Adults

5 Videos to Explore Growth Mindset

Encouraging Growth Mindset for Children

Presenter: Dr. Aimee Sulit, Manager of Gifted & Advanced Academics
It is not uncommon for high-ability children to also be perfectionists. Whether they worry about getting an assignment exactly right, earning all A's in school, or being the perfect friend, gifted children commonly experience perfectionism in some form. Join Dr. Aimee Sulit as she discusses key factors influencing perfectionism. Parents will walk away with key strategies to support their child at home.

Date/ Time: January 17, 2022 (6:00 – 7:00 p.m.)

Location:
Las Brisas Elementary
5805 W. Alameda Road
Glendale, AZ 85310

Presenter: Dr. Aimee Sulit, Manager of Gifted & Advanced Academics
Join Dr. Aimee Sulit as she discusses key factors impacting learning for gifted and all students related to the brain, stress, and mindfulness. Parents will walk away with key strategies to support their child at home.

Date/ Time: November 15, 2022 (6:00 – 7:00 p.m.)

Location:
Las Brisas Elementary
5805 W. Alameda Road
Glendale, AZ 85310