Servicing your gifted child: an interview with Karen Rogers on her book, "Re-forming Gifted Education"

What should parents do to get appropriate services for their gifted child at school? Why is an “educational plan” needed?

The issues with which schools are dealing these days are huge and becoming increasingly complex. Therefore, much less time and energy are available for considering the needs of children with gifts and talents. Likewise, programs that train teachers in how to work with bright children are decreasing in number, so there is even less chance that teachers will know how to address their needs. That leaves it up to parents of these children to ensure that services will be provided. However, parents will not get far if they go into a school and say, “My child is gifted. What are you going to do?” This puts an onus on the school to think of something they will do, and with the rest of their priorities and agendas, nothing will get done. Probably the only way to have a chance of having some services provided is for the parent to collect detailed information about the child, make some educated “matches” of possible services that correspond to the child’s strengths, interests, and preferences, and present this list of requested services to the school’s administration and teachers. This is the “plan” I talk about in the book.

What goes into the plan?

The first part of the plan is collecting information on the child’s cognitive functioning (ability and achievement test scores, teacher/parent ratings of cognitive ability and strengths, outstanding academic and non-academic products or performances that show the child’s abilities, etc.), learning strengths and preferences, personal characteristics, motivation and attitudes toward learning, and interests inside and outside of school. My book includes examples of forms that could be used, but there are many kinds of instruments and data collectors out there for parents to use.

The second part is to identify services the school or school district does or could provide for gifted learners and to make a match between the child’s characteristics and demonstrated educational, social and emotional needs and available services. As a part of the plan, the intensity of needs is constantly considered, but the rule of thumb is that 65% of the plan should focus on developing the child’s demonstrated gifts and talents, while 10% focuses on remediation of any gaps in knowledge or skill, and 25% on socialization (with like peers) and self-esteem building.

How do gifted children differ, and how should those differences be addressed in the plan?

I have developed plans for ten different “expressions” of giftedness, as well as for any combinations among these ten. I use the U.S. Office of Education’s “definition” of giftedness that centers on five domains: intellectual, academic (discipline-specific), psychosocial/leadership, creative, and visual & performing arts. I have also incorporated Francoys Gagne’s theory of giftedness and talent as being separate expressions of comparative rarity. For Gagne, giftedness is the raw ability or capacity we were born with. Hence, “gifted” children have potential, but not necessarily demonstrated extraordinary performance, in one or more of the five USOE domains. Talent, for Gagne, suggests demonstrated extraordinary performance/achievement in a specific field of human endeavor. Thus in the intellectual domain, we will have children who are intellectually gifted (have the intellectual potential to reason at high levels but are not necessarily doing that) and children who are intellectually talented (are performing at high levels). There is a similar demarcation between giftedness and talentedness in the other four domains.

What is the concept of “the match”? Why is it critical to achieve the match for a child?

There are certain “requirements” that will support a child’s success in a matched placement. For example, a child being put in a resource room or pull-out program should have comparable abilities and motivation with others being put in that placement, must be accepting of others, and be willing to work and learn with a group of learners. The child will gain more from this experience if he/she prefers fast-paced, challenging learning, yet is independent in thought. Having wide-ranging interests as well as specific interest in the content covered in the pull-out will also help to guarantee success and satisfaction with the placement. On the other hand, for a child to be considered for an accelerated math curriculum, he or she should be performing in math 2 or more grade levels above current grade placement, show learning strength in planning, learning, and communication precision, be independent in thought and action, be persistent in his or her own interests as well as on assigned tasks, make connections and associations, be a fast processor and retain information easily, and be socially mature and emotionally stable, while exhibiting confidence, perceptiveness and a willingness to take risks. This kind of child will probably not be so positive about working in groups and will demonstrate a liking for competitive situations. His or her interest in mathematics should be intense as well. Thus, the match comes when all of the qualifications of a service (or placement) match with the cognitive functioning, personal characteristics, learning preferences, and interests of the child being considered for that placement.

What forms does acceleration take? What types of children are best suited from these different forms?

There are two general forms of acceleration [see chapters 5 & 6 of Roger’s book for greater detail about these options]: subject-based and grade-based. Among the forms of subject-based acceleration are early entrance to kindergarten or first grade, compacting curriculum, single-subject acceleration, concurrent (dual) enrollment, Talent Search programs, correspondence courses, independent study, distance learning, Advanced Placement/International Baccalaureate programs, college-in-the-schools courses, mentorships, and post-secondary options. In general, the child who “fits” these sort of options tends to be quite independent in thought and action, persistent, highly motivated and interested as well as very high performing in the area being accelerated, and often prefers to work alone. For Talent Search and AP/IB, however, a willingness to work as part of a like ability group becomes critical for the “fit.”

Grade-based acceleration options include grade skipping, non-graded classes, multi-grade or combination classes, grade telescoping (compression of curriculum by more rapid progression through it), credit for prior learning/testing out, and early admission to college. To “fit” more successfully in these options, the child must be confident of his or her abilities, the abilities must be fairly even and balanced across most academic areas, there must be strong motivation as well as a willingness to risk, and a preference for older learners should be observed. The child who is frustrated with the regular class pace and level of instruction at grade level, who is persistent in assigned tasks, and who has wide ranging interests and involvement in activities and hobbies outside of school, will find grade-based acceleration options a good “fit” and will thrive.

Based on your extensive research, which types of program models have been shown to be effective with gifted children?

Among the grouping models, full-time placement with other gifted or talented children (special schools or self-contained gifted classrooms), cluster grouping, and regrouping for instruction in a specific subject area with concomitant accelerated and differentiated curriculum are the most efficacious. Powerful social and emotional effects as well as academic gains have been found among accelerative options such as grade skipping and mentorships. All of our program models in gifted education have the potential to aid in the instructional and curricular modification required for children with gifts and talents, but in order for them to be effective, the organizational strategy cannot be a sporadic or even a weekly program. The effectiveness of these models requires that gifted children access challenging and rigorous curriculum in their area or areas of talent on a direct and daily basis.

What is essential for a positive school experience for a gifted child?

First the child must be able to make “progress” in his/her learning in areas of potential and talent on a daily basis, and about 65% of the efforts a school puts forth for the gifted or talented child should be expended on this development of talent(s). Second, the child must be remediated in those areas where there are gaps in skill or knowledge, but 10% or less effort should be expended here, because these learners learn faster than regular students do. Third, the child must be allowed to learn how to socialize with others of like ability and interest. School does a fine job of “teaching” socialization with all ability levels and diverse groups, but there is most often little practice in learning how to work with other bright students. Lastly, the child needs to learn about what giftedness means, how to monitor his or her own best ways to learn, how to remain confident in his or her ability despite the “slings and arrows” that may be thrown by peers and teachers. For these last two components, approximately 25% of the effort needs to address them. Many of these components can be worked on within a single program option. Regrouping for an advanced math class not only helps talented mathematicians enhance talent and remediate gaps in skill, but also works on the socialization issue. Ultimately, it all comes down to what parents hear from the child about school. Does the child feel as if he or she is making progress, is comfortable with teacher expectations, is accepted by peers? Does he or she show some excitement about going to school almost every day?

How should families choose out of school or extra-curricular experiences for a gifted child?

First and foremost, what the child does outside of school and as co-curriculars at school must be chosen by the child him/herself. Some children need more quiet and reflective time than others, while some need and derive energy from constant interaction with others in programmed activities. For the former child, more experiences that are personal development options will probably be chosen (private lessons, independent studies, computer explorations, etc.) while the latter child will adore taking group or club experiences on a regular basis. For parents, the big issues in choosing these experiences will be one of balance. A part of this, too, lies in the 10 areas parents “need” to work on with their child outside of school (Chapter 9). Parents need to help with: the full talent development of their child, socialization with others of like ability or interests, socialization with a mix of adults and children of varying ages and abilities, self-awareness and identification, a background in the “classics,” development of fine motor skills, dexterity and spatial visualization, memorization strategies and techniques, precise and expressive communication practice, social/real world problem solving, and knowledge about the real world. Basketball camp could possibly help with talent development, socialization, self-awareness; piano lessons could help with memorization, finger dexterity, self-awareness and expression. Looking for the balance among the ten areas will help prioritize activities when the child wants to do too much at the same time!

What should you do if your school is not open to an educational plan for your child?

So much hinges on the administration and faculty in the school. If they are unwilling to look at your plan, then request a child study session and outline 1-2 options you are asking for your child. Whenever possible it is important to point out how other bright children would benefit from this as well. Then you bargain and compromise. BUT, you must be determined to leave with at least one promise for doing one thing for your child. (The things you have on your list should be things the school could do with minimal upheaval or additional effort, if possible.) Offer to volunteer in some capacity to “cover” the effort the option will require, if you can. Set a “grace period” in which the option will be implemented, scheduling a follow-up meeting on the spot when all can look at how successful the option has been. When the follow up time comes, be sure to praise greatly the successes of it and offer suggestions for its improvement if it has not gone so well. At that time, with confidence raised by their successful effort, you may find the school more willing to take on another perceived “risk” for your child. It is probably “easier” to convince public schools to try some changes than to convince private schools. Often private schools are convinced their curriculum is outstanding and that all their students are gifted, coupled with their concern that when something different is done for one tuition-paying family, the others will expect this as well. No matter what the school’s initial attitude, however, success breeds success, and it is important to stick with a school and give it some time to come around.

Karen Rogers will be leading separate workshops for educators and parents on Saturday, October 23 at Northwestern University, where the end goal will be for participants to walk away with an appropriate plan. Visit www.ctd.northwestern.edu for details. Limited enrollment.

Karen B. Rogers, Ph.D., is Professor of Gifted Studies in the Department of Curriculum and Instruction at the University of St. Thomas, in St. Paul, MN. She has published over 80 articles about gifted and talented students. Her paper on ability grouping, written for the National Research Center on Gifted and Talented, has been read by over 500,000 people worldwide. She is the mother of three gifted children and the grandmother of five young (potentially gifted) grandsons.

Re-Forming Gifted Education: Matching the Program to the Child by Karen Rogers. Scottsdale, AZ: Gifted Potential Press, 2002. www.giftedbooks.com