Category Archives: Testing

Facts (or Truths?) in Gifted Education

It would seem that using a scored test that demonstrates statistically significant results which can be reported within a range with a confidence level of up to 95% would give us a fairly reasonable “fact” to guide us in gifted education, but the truth is never quite so simple. Gifted education has been plagued by myths and a lack of agreement on not only what it means to be gifted but how those identified as giftedness should be supported, leaving us with a couple of interesting facts and some truths that might help the uninitiated navigate some of the confusion.

FACT: Gifted in one school district does not guarantee gifted in another.

The truth is that despite the general consensus that we need to have a variety of methods to identify students who are gifted, this can add to the confusion of what is meant by giftedness. This can be frustrating for parents and students as not all school districts use the same measures and means to identify giftedness. In some jurisdictions, only an individually administered WISC V or SB-5 gain access to programming, while in others, group administered tests like the CCAT 7 are acceptable, while in others multiple measures looking at creativity and motivation also play a part. That said, even when using tests as a means to identification, some districts will only look at composite scores, while others will consider outstanding scores on individual batteries. Add to this the need for some gifted programs keep their numbers constant and you can see how many factors can influence what it means to gifted, making it somewhat of a moving target. Lakin (2018) suggests that what matters most is that the gifted program design reflects the needs of the students identified, whatever that process might be leading us to another controversy in the gifted community.

FACT: Gifted programming here is not always the same as gifted programming there. 

The truth is that in as much as school districts differ in how students are identified, how they support students can be very different as well. Dai and Chen (2013) have identified three different paradigms that can have an impact how gifted programming is designed. The first paradigm which they refer to as the gifted child paradigm suggests that “gifted children and adults are qualitatively different from the rest of the population” (p. 155) in how they think, feel, learn and dream about the future. This paradigm suggests a need for challenges, opportunities to work in areas of passion, like-minded peers and an affective curriculum. The second paradigm is the talent development paradigm where “domain excellence is seen as the goal of gifted education” and requires programming that does not focus so much on IQ testing but offering opportunities for students to self select into particular activities that over time can involve into programming that “addresses unique advancing needs of talented students” (p. 157). The third paradigm they identified was the differentiation paradigm which is a more recent perspective emerging from the inclusive education movement. In this paradigm “the differences in learning curve demonstrated by gifted learners are believed to be subject-specific and open to change rather than domain-general and permanent” (p. 157) and focus on support within school settings on an as needed basis.

FACT, TRUTH OR SOMETHING ELSE?: Understanding the facts and truths around identification practices, paradigms and program designs could alleviate some of the frustration/confusion we feel when one paradigm comes into conflict with another or when identification processes differ.

Dai and Chen suggest that “the articulation of paradigms helps us determine when we are comparing different kinds of apples (under the same paradigm) and when in fact we are comparing apples and oranges (different paradigms)” (p. 164). I believe that an understanding of the various assessment processes and paradigms helps us to consider the many ways that we can support this very heterogeneous group of students. In our district we support opportunities for acceleration, differentiation and pull-out as we continue to refine our identification processes and options for programming.

Click here or on the icon below to explore more FACTS about giftedness and gifted education.



Dai, D. and Chen F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly. 57(3), 151-168.

Lakin, J. M. (2018). Making the cut in gifted selection: Score combination rules and their impact on program diversity. Gifted Child Quarterly, 62(2), 210-219. doi:10.1177/0016986217752099


Giftedness and the Impact of Trauma

If you’re a news hound, it’s been a summer of scary news stories from all parts of the globe. My iPhone has made it really easy to find these stories as they emerge…just one swipe to the right and there it is…a deadly accident, acts of terrorism, an environmental disaster and wait…”First shot, new target, led the assault…” No worries. Just a metaphor for a story on pipeline negotiations but it got my attention.

If I’m not careful I can start to have a view of the world that not only frightens me but raises my anxiety levels as I wonder about the future for my children and the children that I work with. Friends tell me that there is a simple solution. Stop swiping to the right. Turn off the news when it pops up on the radio. Scroll over the headlines on FaceBook. And then go into your garden, hang out with your friends, go fishing and you will see that the amazing world we live in is still there. You can stop the trauma.

But even if I can turn away from it, should I?  I live and work in a world that demands I be present for a variety of reasons. For example, we know that gifted students can be traumatized by world events. For some, their sensitivities and tendencies toward deep thought and active imaginations can lead to vicarious traumatization. We need to be sensitive to this and look for ways to support them. ( has some great resources including these Tips for Helping Gifted, Highly Sensitive Teens and Children Cope with Trauma. )

But even more troubling this past year has been the number of children who have come across my radar who are dealing with first hand trauma and exhibiting signs of giftedness. Here’s what makes it especially difficult. Often the trauma is not fully disclosed or acknowledged by the parent so there is no therapeutic intervention as well as behaviours that come with no “explanation.” Another confounding problem is that in the classroom, these flight or fight responses may be interpreted as a behaviour issue and be addressed in behaviour plans that do not incorporate support for trauma. And finally the testing of children who are in a state of hyper-arousal is unreliable and therefore they may not be identified and given access to gifted support which can add yet another level of frustration.

In this article by Dr. Bruce Perry, Violence and Childhood, he writes that it is important to help traumatized children understand their traumatic responses to triggers as they may not feel in control and as a result create an negative internal dialogue: stupid, sick, irrational, bad… He also notes that it is important to offer them hope, which includes an image of a better future and a better world as well as the first hand knowledge that not all adults are unpredictable, inattentive, abusive or violent. Interactions matter and responding with respect, humour and flexibility can start the process of feeling valued. But that isn’t always easy. There is truth to the saying that the children who are the most difficult to love are the ones who need it the most.

The world is full of trauma whether we experience it directly or vicariously. Turning away can be another act of violence…we need to be there for the traumatized who are in our lives as well as those who need us to be aware of what is happening elsewhere in the world so we can make political, social and economic choices responsibly. There is a virtue that can help us with this and it is called detachment. It allows us to experience our feelings without allowing them to control us as well as let go of the things we cannot change. At the same time it gives us the wisdom and grace to be in the world and choose how we will act as opposed to react. You can learn more about the virtues here.

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Who Is Gifted: The Mysteries Surrounding Identification

How do I know it is springtime? I am in the middle of the gifted screening process where we look for the students who will benefit from being included in gifted programming as they enter into the fourth grade. As a team, we meet and review  the information that has been gathered and from that make our determinations. Our information package includes report cards, checklists and relevant work submitted by teachers. Parents have also completed checklists and included their observations. At the top of the pile are the off-level cognitive testing results. All that is left is to sift through the information gathered, then based on the needs identified and the resources available, make our recommendations. At first blush it feels overwhelming, and with good reason.

“It is inevitable that different values and priorities influence the ways we conceptualize giftedness and define the mission of gifted education.” David Yun Dai and Fei Chen in Three Paradigms of Gifted Education: In Search of Conceptual Clarity in Research and Practice, Gifted Child Quarterly, Summer 2013

It is no secret that within the gifted community there is a lack of agreement on what it means to be gifted. From a cognitive psychology perspective there are gifted individuals with FSIQ scores ranging from superior to profound alongside  prodigies who may only be gifted in a specific domain. The talent driven perspective contends that giftedness not necessarily identified by a test, but should include “other talents” that when paired with motivation and/or the ability to be “school smart” demonstrate excellence and achievement that may not indicative of a particular IQ score. There are our creatives, whose unique perspectives and uncanny ability to make connections take us by surprise, but who may not fit well in a typical classroom setting. But let us not forget our twice exceptional students who may have extraordinary strengths that may not be visible due to a learning disability, ADHD, ASD or physical impairment and whose strengths may be additionally masked by their ability to compensate for weaknesses or invoke behaviors to hide their weaknesses. And for the most part we don’t even consider how giftedness might be defined (or not) in different cultures. It is no surprise that many might find the process behind who is determined to be gifted in different jurisdictions mysterious.

Despite the lack of agreement within the gifted community, each year individuals around the world get a new way of understanding what makes them unique: in some cases a code for their cumulative file- gifted. The responsibility our assessment team is given is tremendous but before we begin, we always go back to the research and review our understanding of giftedness in light of the programming we are able to offer and the needs of the students who have been referred to us. Each year we “tweak” the program to adjust for emerging needs that may not be currently met or research we have gathered to support how we look at the information being provided. There are some referrals that don’t get decided on until we gather more information, some that are very straight forward and still others that involve a lot of rich discussion. While a part of me wishes that I had a Hogwart’s Sorting Hat, I learn so much from these conversations that by the time we are done, I am feeling confident about our decisions and looking forward to having meaningful conversations with parents and colleagues.

So does this mean there is no real mystery? Absolutely not. We do the best we can with the tools and information that we are given but truth be told, tests and portfolios only tell us so much. We know that every year some students get missed for many reasons: not identified at all or identified for referral but poor results on assessments and it is this knowledge that keeps us vigilant…is there something we missed? Something we should do differently? And so we do our best to remain open to feedback from teachers and parents once the process is complete. But the fact that our tools and methods are imprecise is as much a blessing as a problem. Children should be mysterious. They should be unpredictable. They should be full of possibilities and potentials that we cannot even begin to imagine because the secret to the universe is that within each of us is something that could never have been anticipated that will emerge when the time is right. Being able to measure or predict something like that would not only be a bad thing, but would rob us of possibilities that we cannot even begin to imagine.

For more blogs on the mysteries of giftedness, click on the box below:



Gifted Testing… Elitist?… Limited?… Necessary?

Every year as we gear up for gifted screening my thoughts can’t help but stray to the early 1800’s and American polygenist Samuel George Morton who had a large collection of human skulls which he classified by race and would fill with buckshot to measure, record and compare the various sizes of the craniums. One of his goals was to prove that different races of humans were in fact different species and that the information he gathered could be used to scientifically ascribe various attributes to the different “species”. This early “brain research” is part of a fascinating read by Stephen Jay Gould whose controversial book “The Mismeasure of Man” traces the history of craniology to intelligence testing as a means of understanding the many ways humans can be measured as well as some of the process and motivations behind this inquiry. Gould attempts to demonstrate how Morton with his raw data and evidence appeared ignorant of his own a priori assumptions in his “scientific” quest to legitimize racial ranking. But Morton was not alone, as Gould writes on page 101, “Morton was widely hailed as the objectivist of his age, the man who would rescue American science from the mire of unsupported speculation.” While this may appear a rather bleak backdrop on which to consider “testing” students for programming, it helps me understand not only the deep suspicion and worry over elitism, but also the imperfect art of creating a way of measuring something as intangible as intelligence or “G”. But if we can move beyond some of the questionable historical roots of “brain research”, there are good reasons to test.
Yes. But here is why. If you think of “G” as being the sum of those cognitive abilities that are highly valued and cultivated in our society, then the creation of a test that focuses on the degree to which one possesses these abilities makes sense…especially if the political will in education is to cultivate those highly valued abilities in both the “average” child and “not so average” child. So in using cognitive testing there must be a recognition that there are many abilities or gifts that may not be measured by the tests we are giving. (Luckily many communities offer alternative forms of programming in arts, community service and sports programs outside of school.) Understanding cognitive development through testing helps educational institutions become efficient in educating students to become fluent in those highly valued areas. In particular, literacy and numeracy. So we must think of testing not so much to measure and “rank” intelligence, but to measure difference so we may discern what, in the name of efficiently cultivating what we value among the largest grouping of students (average), may in fact create barriers for our not so average students. We must also make this testing available to students who may already be “different” by virtue of culture and/or social economic status whose abilities may not be readily apparent to those unfamiliar with the expression of abilities in those cultures. The interesting thing about difference is that while it is naturally occurring, the solutions to the challenges it presents generally are not efficient. Managing difference then becomes an economic issue although we may pay a bigger price for not doing so. But even with this statement we once again enter the realm of “very difficult to measure.”
There is a quote from Charles Darwin at the beginning of Gould’s book that goes like this: “If the misery of the poor be not caused by the laws of nature, but by our institutions, great is our shame.” It is hard to understand the limitations of our institutions until we’ve experienced them through the eyes of those who are different. At present our culture appears to be enamoured with difference as the number of movies, books and “viral” social media dedicated to individuals “overcoming the obstacles” can attest to. But while we thrive on success stories and the hope that in some place in time we too may “beat the odds” the stories of the individuals who have been defeated or waylaid by the obstacles don’t always capture the imagination in the same way. Hospitals, social service agencies and the justice system are rife with support workers whose catch phrase as they work with those who have fallen through the cracks is “If only…” Testing can be one way to find support for individuals who may be struggling with the obstacles they are encountering due to their difference. What people don’t always understand about gifted testing is how a difference which on the surface appears advantageous, could create barriers. It is well documented that above average cognitive ability can come wrapped in a package of asynchronous development, intensities, sensitivities and a host of frustrations that efficient systems may not easily accommodate. As a result many gifted individuals may feel that there is something wrong with them. “If I am so smart, why isn’t being in the system easier?” Testing can provide us with a different view on the anxiety, behaviours and frustrations that students may be experiencing. If it is based in some form of cognitive difference, the test can provide us with a map to some of the obstacles to success. The tests themselves may not be perfect, but if they are used in a manner that supports students in negotiating the barriers that arise out of being part of an institution governed by political and economic concerns, they do give us a place to start.

Please click on the link below to get more perspectives on testing!


Giftedness 101 with Linda Kreger Silverman

This past week I had the opportunity to travel to the mid-high campus of Westmount Charter School in Calgary where Dr. Linda Kreger Silverman was presenting. The author of Gifted 101, which I consider to be one of the best books ever written in terms of giving a comprehensive overview of all things gifted, she has had a powerful influence on the assessment of giftedness. So much so that the new version of the WISC will reflect the more than 50 years of research she has conducted with gifted children.

There were several topics that she touched on over the three days of her session: parenting, assessment, visual spatial learning, the gifted in secondary school and the personality traits of the gifted. I am going to highlight some of the points from each session. What I find interesting as I review my notes is how sometimes the expertise she offers seems so straightforward, simple and I hesitate to say it: obvious. But you shouldn’t underestimate the complexity of what she is sharing despite its simple elegance.

If our Child is so Smart, Why Aren’t our Lives Easier?  In this session she shared an interesting chart that compared the time we spend parenting our children vs the time they will spend caring for us. We all chuckled as we reflected on the karmic significance of this but the point was not lost. Her broader and more controversial point was this: no matter what schools you put them in, it is their home life that determines what they will do with their lives. I have had many conversations with parents around the degree to which school experiences have influenced their children, and when your child feels like they don’t belong and aren’t appreciated, you would move to the other side of the planet to make them feel accepted and understood. But Linda cautions that you must remember your own significance as a parent to recognize their individuality, accept them for who they are, to listen, be honest and support their passions. The list goes on but the meaning is clear…these highly sensitive, emotional, curious, intense, perfectionistic children need home to be a safe and nurturing place.

Upside-Down Brilliance: The Visual-Spatial Learner  “Are you a piler or a filer?” Linda asks her audience. You only need to look at my desk to know which one I am, although I can be a filer when desperate measures are required. Gifted visual-spatial learners can be a conundrum to those responsible for their learning as they don’t respond well to learning that is quite often auditory and sequential. Beyond being organizationally impaired and unconscious about time, they may have difficulty with easy tasks but show amazing ability with difficult and complex ones. They do not learn from repetition and drill and showing their work after they have arrived at a correct solution may be impossible. They think in pictures instead of words and are whole-part learners making step-by-step learning difficult for them. What can we do? For strategies for visual-spatial learners, visit

The Gifted in Secondary School The discussion around this topic was quite fascinating as Westmount provides a congregated setting for secondary students. Some of the questions that their teachers had were very similar to the ones that I have had asked of me, in particular the question of whether students remain gifted for their entire life. “Can we change the code if they are no longer demonstrating their giftedness?” The need for specialists who are able to engage students far beyond their grade level becomes evident in secondary school as the double whammy of not providing adequate challenge to a mind that is beginning to question the nature of the institution can create the illusion of lazy. A “lazy child” can be symptomatic of a learning environment that lacks opportunities for abstract reasoning and is focused on achievement of specific outcomes. As I write this statement it is important for secondary educators (I have been one myself) to understand that it is not an indictment of the teachers themselves but rather trying to draw attention to just how different the needs of these students can be with the added complexity of what is often an unwillingness to demonstrate ability within the normal expectations. In her handout there was some information about how to conduct student discussion groups with gifted learners that might be worthwhile exploring in our district.

The Assessment of the Gifted As attested to in previous posts, the area of assessment is one of the most perplexing for me and my angst was somewhat alleviated when Dr. Silverman made the statement “I know when a child is gifted, I cannot tell you when they are not.” Understanding the nature of “g” with brains that are often wired differently from the norm is not simple or straightforward.  If we are looking for the essence of giftedness, she tells us that we will find it in the abstract reasoning so timed tests, discontinue criteria/test ceilings, coding and other tests can throw us off. The other thing that makes a difference is rapport building…gifted students often need to feel there is a relationship before they will perform. But there are ways to address many of these items and I have brought back some great information to share with our district psychologists as we continue to grow in understanding our gifted learners.

I am so grateful to Westmount Charter School not only for hosting this event, but also for extending the invitation to me to attend. Dr. Linda Kreger Silverman will be at the international Dabrowski Congress in Canmore this summer and she is definitely worth seeing! She also offered to come to Grande Prairie to work with our program here so I will definitely explore this possibility!

Chester Finn Jr.: Do High Flyers Maintain Their Altitude?

This will be the first installment of what I learned at the NAGC.

The opening keynote was Chester Finn Jr., former professor of education, an educational policy analyst, and a former United States Assistant Secretary of Education. He is currently the president of the nonprofit Thomas B. Fordham Foundation in Washington, D.C. He recently wrote a book called Exam Schools with Jessica Hockett where they take a look at a number of mostly public high schools across the US that through a rigorous admission process cater to academically minded university bound students. He contends that America’s “no child left behind” policy only served to “raise the bottom” and neglected the academically, high potential students. Basically, gifted students have been gypped. He also gave ten reasons why he believes that this is happening:

1. Our nervousness about perceived “elite education”.
2. A mindset that says high ability kids will do fine regardless of the education system.
3. Widespread belief that equity concerns center around socio-economic status, special needs and cultural groups…not gifted.
4. We are schizophrenic about whether giftedness is a special need.
5. Universities are awash with applications to attend leading us to believe students are well educated.
6. Our (US?) immigration policies have made it possible to import talent.
7. The field of gifted education has been hazy and avoiding a clear definition.
8. Our field needs more research about what really works for gifted students.
9. Gifted education has been meek in advocacy.
10. Gifted education suffers from a lot of bad ideas…one of them is differentiation.

Chester Finn Jr. received the NAGC President’s Award for outstanding contribution to gifted education because of his work in Exam Schools. Some of the suggestions that he made were interesting.
1. Instructional innovation will foster innovative students.
2. There is a lot of pressure to remain conventional…we need to look at idiosyncratic approaches to learning that students are able to choose.
3. We need to find ways to give credit for non-test evidence.
4. We have to get away from the notion that “best students” are in a limited supply.

While his comments were very well received there were a couple of lingering questions that seemed to be echoed throughout the conference.
1. Is academic success the only kind of success we need to concern ourselves with in the field of gifted education? Most would agree that gifted children are complex learners that require a broad spectrum of support. 2. What should our definition of “gifted” be? The current definition posted by NAGC is here. It is a broad definition (10%) encompasses our need to raise the ceiling but fails to identify the broad spectrum of abilities in that 10% range.

My first mentor in the land of gifted education told me that gifted children were like all other children except moreso. It’s very similar to what Annemarie Roeper of Roeper School and Roeper Educational Review said: Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences. What kind of educational experience will serve these students best? Maybe it’s some kind of an idiosyncratic program that Chester Finn Jr. referred to. But some of the other sessions that I attended had some interesting suggestions as well. Stay tuned for reports on my visit to Ricks Center for Gifted Children, words of wisdom from Temple Grandin and more from Joseph Renzulli on school-wide enrichment!

What if getting 95% is still underachieving?

A friend posed this question to me a couple of months ago and I’ve thought about it a lot since then. We often think of gifted underachievers as students who aren’t getting great marks…but 95%? Across the board? How can that be underachieving? And then there is the question that naturally follows: if 95% will get you a scholarship and the university of your choice, why worry?

I could probably do a PhD on just this question alone as it begs so many more: What does it mean to truly know something? Does passing a test mean something has been learned? If we can do much more than is expected, should we be expected to do it? What does a grade really tell us? How do we make grades meaningful? What is the purpose of grades? Should we be grading at all? What is the impact of an “undeserved” grade whether it be low or high? These are questions that most educators grapple with on a daily basis as we endeavor to make the work in our classrooms meaningful in addition to maintaining accountability.

This year as my students set goals, many of them cited a certain GPA as their goal. For some it was the honour roll, for others it was first class honours and others had a number like 95%. When they came in to update their goals in their last session almost every one had achieved the grade goal they set out. When I asked if it had been a challenge most of them responded “not really”.

How do we learn to dream really big when fitting in is so much easier? Can we expect a classroom to offer more? Many of my students have found their challenges and passions outside of the classroom in individual pursuits: music, sport, art, dance, theatre and more. But for the student who is still searching to find their passion, how can we get them excited about what lies beyond the 95%? Because it will make the idea of university so much more enticing if they do.

The Law of Averages

I sometimes wonder what it would be like to have been the teacher of…DaVinci, Darwin, Edison, Curie, Einstein…Jobs. You’ve likely heard some of the stories. Some of their teachers thought they weren’t very bright at all, others were incredibly intense about their studies while some “dropped out” for various reasons only to find their way later in life. Would I have recognized their potential? The law of averages tells me that a student like that might pass the average teacher one in one thousand times and according to history, may not show up “looking” like we expected.
I recently took a refresher course in psychometrics and was reminded that all of our testing is designed to find the average, a nice normal curve that can show us where we are in relationship to the average. The accuracy of any test begins to fall apart the further we stray from average as there are fewer “non-average” people that you can be compared to. And since the “average” contains the largest number of people (68%) we tend to focus on what they need so we can “help or sell to” the largest number of people. (One of the reasons I can never find a nice pair of size 11W women’s dress shoes!)
Things get further complicated in my world (where we try to find and support students who fall in the 2-3% at the far right of the curve) by the idea that most people just want to fit in.
The annual spring screening is right around the corner…while I love spring, screening always leaves me with a million questions as I wonder about all the things that tests aren’t able to tell me. As usual I turn to things like Ted Talks to get some other perspectives. I would like to share one of my favorite Ted Talks with Shawn Anchor’s perspective on the Law of Averages.

Changing Paradigms

“Some men look at constitutions with sanctimonious reverence, and deem them like the ark of the Covenant, too sacred to be touched. They ascribe to the men of the preceding age a wisdom more than human, and suppose what they did to be beyond amendment.” -Thomas Jefferson

Sometimes I think to teach you must be comfortable with paradoxes. We know about the limitations of testing, yet we still rely on tests. We know children learn at different rates and develop at different speeds, yet we are still tied to age groupings. We know adolescents get their best REM sleep in the mornings, yet we keep the same hours. We know that a two month break from school can really slow down learning, yet we still follow the same calendar. The list goes on and on and is not limited to the field of education. I’ve been thinking this past week a lot about why it is so difficult to change paradigms and in the end wonder if it’s not more about the dance of the paradigms as opposed to actually shifting from one to another.

The struggle between paradigms is nothing new, Plato talked about it more than 2500 years ago. Even so that’s little comfort as I struggle through some of my daily contradictions. Whether it’s the tension between the modern and postmodern thinkers or Howard Gardner’s assertion that we need both masters and the makers in the world, it seems like there is always an uneasy relationship between the two. There are people who know how to live well in the box and those who dream of ways to get out. When I took innovation training about a year ago I learned about the importance of both the explorers and the developers in solving problems. Perhaps we are not really at odds when we are faced with yet another paradox…perhaps life is simply giving us a new dance partner who will help us improve our technique.

Many kinds of minds…

I came across this quote by Norman J. Mirman this morning as I was reading through a collection of articles in the book “Designing and Developing Programs for Gifted Students”. He writes “Children considered gifted fall within the upper 2% of the population in intelligence. This may be the only characteristic they have in common.” I couldn’t help but smile as I remembered a couple of conversations from last year. One with a student who asked me if I was certain the others in his challenge group were gifted and another with a teacher who confided that they hadn’t seen any brilliant assignments yet.

There is good reason for this confusion: the idea of giftedness can be nebulous enough without adding in the complication of how these gifts may manifest themselves in the unique circumstances of the students lives. Earlier in the same book in an article entitled “From Needs and Goals to Program Organization” Joan Franklin Smutny and Cheryl Lind write that any gifted program must early on decide on their target population of students which will then guide the selection process and curriculum planning. “A program focusing on math and science for example will use identification measures that may differ from one that includes all subjects or one that attempts to reach underrepresented gifted students (e.g., bilingual, multicultural, urban and/or rural poor). p.12 If we have expectations of how gifted individuals are going to behave or represent their abilities we are not only likely to be disappointed but also place an unfair burden on that particular individual.

I have had a number of students whisper to me quietly as we work on goals “but I don’t know what my gifts are” as they wonder and perhaps worry about what they should strive to achieve during this year of study. The beauty of my job is that I can tell the students that we don’t have to figure it all out now, that in the process of exploring things that we enjoy we might just discover it…or maybe not yet.

Last year I watched the movie “The Story of Temple Grandin” and it was an amazing look at how differently our minds can work. People often didn’t recognize her gifts for what they were…I’m not sure that I would have seen them. But in this well crafted film it is possible to see how differently individuals might perceive the world and how much we can learn from those varied perceptions if we take care not to reject them when they just don’t make sense to us. I highly recommend the movie in which Claire Danes stars as Temple Grandin or you can watch Temple herself in the TedTalk in my Vodpod collection!