Gifted Education
Johnny Jones, 25 April 2002
Bob Roach, then director of the Gifted Education Program for the State of Missouri, were interesting and provacative. He called gifted children our neglected resource as he spoke to parents and friends at Lesterville Academic Bowl in 1990.
Mr. Roach challenged parents, "If I told you to raise your hands if you have a child who is a good basketball player you'd do it. But if I asked you to raise your hands if you have a child who is academically gifted, would you? No. You'd feel that you were bragging. That's because basketball is a well-accepted talent. It's popular. Being gifted academically is not."
He pointed out that we spend money on our athletically gifted students: We buy uniforms, hire coaches for them, bus them all over the area, and encourage them with cheers and banners. Gifted music students usually get uniforms and a band or choral teacher, and an area where they can play or sing. What do we do for the academically gifted? As Mr. Roach remarked, "No one benefits from non-attention."
One great benefit in a program for gifted children is simply getting them together. In a regular classroom gifted children stand out in an uncomfortable way. They know they're different, so they may try to hide it. Eighty percent (80%) of a gifted child's time in a regular classroom in unproductive. Without encouragement gifted kids gravitate towards the average, and much of their potential may go untapped.
"The whole school benefits from programs for the gifted." These programs set higher standards, and help everyone to go towards them. Special projects also reach the community. One class of six gifted students got an entire community involved in constructing an Indian village in back of the school.
From his work with the Missouri Scholar's Academy, Mr. Roach learned some interesting things about gifted students. "They think differently. The are visionary, and worry about things beyond today. They have high ethical values and are ultra-conservative."
Because of their poor study skills (many of these students don't need to study to do well in high school) there is a high drop-out rate among the gifted once they get to college. There is also a high suicide rate, particularly among gifted females.
Also, gifted children gravitate to people older than themselves; a grandparent may be their best friend.
What do high school gifted students need? According to Mr. Roach, Advanced Placement and honors programs; strong academic rigor; a designated contact person, to help these kids understand what and who they are, and what they can become.
Many gifted programs are multi-grade. Grade placement is not as significant as interest. Some small schools share a teacher for the gifted.
Just as we should all be concerned with students who need remedial help, so should we all be concerned with students who need help because they're blessed with a high intelligence. As Mr. Roach said, "We cannot expect to continue being a leading nation without recognizing and encouraging the abilities of our young people. Other nations do, and they are running away from us."
Ten years later, other nations are still ahead of us. European and Asian nations specialize in educating their gifted students. Let's don't allow gifted students to be our neglected resource.
