October 8, 2011
When children are ahead of their peers in their learning needs, their parents usually have lots of questions about what to do next. How do they make sure their children get an education that is challenging enough, without being stigmatized?
“I want my child to have the more challenging education that she needs, but I’m worried that the gifted label will lead to other kids bullying her or treating her differently.”
Joanne and I get a lot of questions from parents who want their children to be challenged in their learning, but are concerned about the gifted label, or about sending their children to segregated programs for high-ability learners. We’ve written about this in many places, including in Being Smart about Gifted Education, and Raising Smarter Kids. For a brief summary of some of our thoughts on this topic, including the pros and the cons, you might be interested in a paper we’ve posted to the Resources page of this website: “Label the person, or the program?”
Labeling and segregation is a hot topic for many parents. Earlier this week, Maureen Downey, an education writer and parent in Atlanta, Georgia, wrote a blog questioning the categorizing process that too often happens. She pointed out some of the problems, and offered an alternative suggestion: “I prefer that we get rid of gifted labels and instead make classes more fluid, moving students into higher grades when they show great aptitude.”
She also suggested that schools “consider raising the bar for all students, and treat everyone as a high achiever.” As evidence for this idea, she described Duke University’s Project Bright Idea, a five-year study of 10,000 students in the early grades. All the children were taught (independently of test scores or eligibility for gifted programming) in classrooms that used techniques recommended for high-ability students (which include more challenging learning opportunities, and an emphasis on higher order thinking). About 20 percent of these students were later identified as being academically gifted, as compared with 10% of similar students who were taught in regular classrooms, illustrating the remarkable effect of raising the bar for all children.
I’ve known many parents who are convinced that gifted labeling and/or programming saved their children’s lives in one way or another. However, I have also seen too many children on both sides of the artificial ‘gifted’ divide who were hurt by the fact of the divide. I agree with Ms. Downey—there is probably a better and more inclusive way of making sure that kids get all the challenges and support that they need to learn at the highest levels. To see Ms Downey’s blog: