Misperceptions About Giftedness Diagnosis of ADHD and Other Disorders

Gifted Resource Center of New England: Misperceptions About Giftedness Diagnosis of ADHD and Other Disorders by Deirdre V. Lovecky, Ph.D. “This article was written as an attempt to counter various misconceptions about gifted children, and the likelihood of being diagnosed with a mental health disorder. There is a lot of information passed on through books, … Continue reading →

Gifted and Talented International Journal

World Council for Gifted and Talented Children: Gifted and Talented International Journal “Gifted and Talented International (GTI) is the official journal of the World Council. Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. GTI is refereed by an editorial review … Continue reading →

The Daimon Institute: Who are the profoundly gifted?

The Daimon Institute: Who are the profoundly gifted? At the highest end of the spectrum of giftedness is a distinct subset, constituting less than half a percent of the general population, which we identify as the profoundly gifted (PG). The profoundly gifted are as different from moderately gifted people with IQs of 130 as the … Continue reading →

Battling the Myths in Gifted Education

Davidson Institute for Talent Development Educators Guild: Battling the Myths in Gifted Education This presentation battles five myths about giftedness: #1 Gifted students will be fine on their own #2 Gifted students always earn good grades #3 Giftedness cannot coexist with a disability #4 Educating gifted students requires a wealth of time and resources #5 … Continue reading →

Encyclopedia of Giftedness, Creativity, and Talent

Sage Publications: Encyclopedia of Giftedness, Creativity, and Talent By Barbara Kerr “Giftedness as part of national school curricula in Europe has been, and still is, surrounded by some controversy because school systems generally and invariably reflect the philosophical foundation and the political will of any nation. The European Union alone accounts for 27 nations, each … Continue reading →

Gifted Kids and School: The Best Approach to Educating Einstein

Metroparent: Gifted Kids and School: The Best Approach to Educating Einstein By Kristen J. Gough Keeping super-smart children engaged, motivated and accepted can be an incredible challenge. Learn how to help your academically bright child. “Alison Kenyon looked forward to the start of school for her son, Emmett. “I just assumed he’d take the world … Continue reading →

Intellectual ability and cortical development in children and adolescents

Nature Magazine: Intellectual ability and cortical development in children and adolescents By: P. Shaw, D. Greenstein, J. Lerch, L. Clasen, R. Lenroot, N. Gogtay, A. Evans, J. Rapoport & J. Giedd “Children who are adept at any one of the three academic ‘R’s (reading, writing and arithmetic) tend to be good at the others, and … Continue reading →

Hereditary Genius -An Inquiry Into its Laws and Consequences

Hereditary Genius An Inquiry Into its Laws and Consequences by Sir Francis Galton From the Preface: “The relation between genius in its technical sense (whatever its precise definition may be) and insanity, has been much insisted upon by Lombroso and others, whose views of the closeness of the connection between the two are so pronounced, … Continue reading →

Professor James J Gallagher: Advocacy for Gifted Education a national priority

Royal Fireworks Press, Professor James J Gallagher: Advocacy for Gifted Education a national priority By Prof. James J. Gallagher ADVOCACY: A Mandate for Education of Gifted Students (and protection for us all) As we seek support for educating gifted students, we must accept the fact that our advocacy efforts have been largely unproductive. At the … Continue reading →

Maja – et barn der tænker anderledes

Specialpaedagogik.dk: Maja – et barn der tænker anderledes Af Tania Karpatschof Læs om en mors oplevelser med et barn med særlige forudsætninger og den lange vej, forældrene måtte tage for at få anerkendt, at datteren hverken er autist eller motorisk urolig, men bare tænker anderledes end de fleste andre børn Maja har aldrig selv komponeret … Continue reading →