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    Challenging Highly Gifted Learners
    Challenging Highly Gifted Learners
    Challenging Highly Gifted Learners
    Ebook59 pages1 hour

    Challenging Highly Gifted Learners

    By Barbara Gilman, Frances A. Karnes and Kristen R. Stephens

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    About this ebook

    Challenging Highly Gifted Learners focuses on many of the issues involved in assessing and challenging highly gifted learners. A thorough discussion of the ceiling problems encountered on common assessments is included, as well as strategies for teachers and parents in planning appropriate education.
    LanguageEnglish
    PublisherSourcebooks
    Release dateApr 1, 2008
    ISBN9781593637712
    Challenging Highly Gifted Learners

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      Book preview

      Challenging Highly Gifted Learners - Barbara Gilman

      THE PRACTICAL STRATEGIES SERIES

      IN GIFTED EDUCATION

      series editors

      FRANCES A. KARNES & KRISTEN R. STEPHENS

      Challenging

      Highly Gifted Learners

      Barbara Gilman

      PRUFROCK PRESS INC.

      Copyright ©2008 by Frances A. Karnes

      and Kristen R. Stephens-Kozak

      All rights reserved.

      No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.

      Printed in the United States of America.

      ISBN-13: 978-1-59363-771-2

      At the time of this book’s publication, all facts and figures cited are the most current available. All telephone numbers, addresses, and Web site URLs are accurate and active. All publications, organizations, Web sites, and other resources exist as described in the book, and all have been verified. The authors and Prufrock Press, Inc., make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error, please contact Prufrock Press, Inc. We strongly recommend to parents, teachers, and other adults that you monitor children’s use of the Internet.

      Contents

      Series Preface

      Introduction: Savannah’s Story

      Assessing the Highly Gifted

      Educational Plans for Highly Gifted Learners in School

      Social Development: How Important

      Is Placement With Age Peers?

      Highly Gifted Twice-Exceptional Learners

      The Importance of Flexible School Personnel

      Conclusion: Max’s Story

      Resources

      References

      About the Author

      Series Preface

      The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:

      Acceleration Strategies for Teaching Gifted Learners

      Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

      Enrichment Opportunities for Gifted Learners

      Independent Study for Gifted Learners

      Motivating Gifted Students

      Questioning Strategies for Teaching the Gifted

      Social & Emotional Teaching Strategies

      Using Media & Technology With Gifted Learners

      For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http://www.prufrock.com.

      Introduction: Savannah’s Story

      Savannah smiled graciously, her mature height and articulate speech disguising her relative youth. I’m full time at the high school this year, she beamed, having begun the previous fall at age 12, after completing 40 credits of high school work while in middle school. Modifications to Savannah’s education began in earnest in the fall of her fourth-grade year, when she revealed to her parents that she knew most of what was being taught and wished she could move ahead. In a subsequent meeting, her teachers tactfully admitted the quiet student showed no signs of needing advanced work, but individual assessment results told a different story. Savannah’s highly gifted Wechsler IQ scores, near the ceiling of the test, and advanced achievement levels convinced a fifth-grade teacher at the meeting to let her visit his classroom. Savannah never left, immediately finding a more comfortable fit with older classmates and more advanced work. The teacher particularly supported her love of science with projects she shared with other gifted students.

      The following year, working at

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