Though so many of us in education turn to experts and the state to identify "giftedness" among children, the truth is parents themselves are truly under-appreciated in their ability and importance in recognizing when their children are gifted. Parents are often the first to recognize their child's exceptional abilities, making them invaluable partners in identifying giftedness early and accurately. By incorporating parental input into the identification process, schools can ensure a more inclusive, equitable, and comprehensive approach to gifted education. At Central Park Tutors, we are often asked to work with gifted children to help prepare them for entry to Gifted programs at schools. It's something we very much enjoy and have had tremendous success with - not just because we have great teachers, but because parents are so often correct: their children are indeed gifted early learners. Research underscores the crucial role parents play in recognizing giftedness. Studies indicate that parents' observations of their children's advanced cognitive abilities, creativity, and problem-solving skills often align with formal assessments of giftedness (Moon & Brighton, 2008). Unlike standardized tests, which may not fully capture a child's potential, parental insights provide a holistic view of a child's strengths, learning preferences, and unique intellectual needs. Moreover, parental input can help address the under-identification of gifted students from diverse backgrounds, as traditional assessments often fail to recognize giftedness in underrepresented populations (Ford, 2013). Additionally, listening to parents in the identification process can improve the early detection of twice-exceptional (2e) students-those who are both gifted and have a learning disability. Parents are often the first to notice discrepancies between their child's intellectual abilities and academic performance, yet these students are frequently overlooked in traditional identification methods (Reis, Baum, & Burke, 2014). Listening to parents is essential for improving the identification of gifted and talented students. Programs like the Javits Gifted and Talented Students Education Program demonstrate the effectiveness of structured parent nomination systems in creating a more equitable and inclusive approach to gifted education. Through valuing parents as key partners in the identification process, educational policies can better support the needs and potential of gifted students.
Educational policy can better support gifted and talented students by creating programs that provide personalized learning opportunities that challenge them without overwhelming them. Too often, gifted students are left under-challenged in traditional classrooms, leading to disengagement. To support these students, policies should prioritize programs that allow for accelerated learning, enrichment activities, and mentorship opportunities that align with their advanced capabilities. One specific program I believe is effective is the dual-enrollment program, where gifted students are allowed to take college-level courses while still in high school. This allows them to explore subjects at a deeper level, engage with more complex material, and earn college credits. Not only does this challenge them academically, but it also gives them a head start in their higher education journey, fostering a sense of achievement and intellectual curiosity. Such programs help ensure that gifted students are not just kept occupied but are actively engaged in learning that nurtures their potential, preparing them for success in the future.
Neuroscientist | Scientific Consultant in Physics & Theoretical Biology | Author & Co-founder at VMeDx
Answered a year ago
Good day! Educational policy could better support one shining initiative the use of specialty gifted education programs such as the Schoolwide Enrichment Model (SEM). Gifted Education & Services (GEMS) is a comprehensive program of services that explores special learning experiences for all students, including but not limited to those identified as gifted & talented, based on their specific needs, abilities, and interests. Facilitates SEM encourages creativity, critical thinking, and independent learning through project-based learning, mentoring, and independent research. This approach, by fostering students' strengths and intrinsic motivation, facilitates the challenge gifted learners need but also gives them skills to succeed academically and in their personal lives. Policy support to gain access to such SEM programs ensures equitable opportunity for gifted students across diverse communities.
Educational policy can better support gifted and talented students by fostering inclusive learning environments that recognize diverse strengths and needs. The Universal Design for Learning (UDL) framework is an effective initiative that ensures flexible teaching methods, adaptive materials, and personalized support, allowing all students, including those who are twice-exceptional or have diverse learning styles, to thrive. By integrating sensory-friendly spaces, movement breaks, and social-emotional learning, inclusive education nurtures both academic excellence and holistic well-being.