Grade 3 Screening for Admission to Programs for the Gifted. Analyses of the 1984-87 Stage I and Stage II Data. MARKHAM DISTRICT HIGH SCHOOL GRADE 8. Literacy Test (EQAO) + 40 Hours of Community Involvement. 4 English (1 per grade). Gifted, AP and Enriched Club s eco-Markham “Green” school. 60 Wellington Street West, Aurora, ON. Gifted 101: This guide offers a. Some professionals define 'gifted' as an intelligence test score above 130. Your gifted child may need Curriculum Adjustments. The TOPS Program, located at Marc Garneau C.I. Are there winners and losers in public education? Although there are studies underway to assess the effectiveness of gifted programs, to date there are no definitive answers. It seems reasonable, however, to offer intellectually gifted students special academic attention in the same way athletes and performers are given special facilities to develop their talents. But opponents of gifted programs say that by creating a sort of . Defining giftedness. How giftedness is defined is a debated issue. Some professionals define giftedness as an intelligence test score at or above the 9. These scores are referred to as IQ (Intelligence Quotient) scores. The Ontario Ministry of Education defines giftedness as: . Most experts agree there are characteristics most gifted children have in common, and they include being highly motivated, extremely independent, with a tendency towards introversion and introspection. Some characteristics of giftedness: Talking at an early age and a large vocabulary Curiosity and an ability to learn more quickly than others A superior memory A wide general knowledge and interest in the world Enjoyment of problem- solving. Often will skip the intermediate stages in an argument and make original connections An unusual and vivid imagination Reading at an early age Shows strong feelings and opinions and has an odd sense of humour Sets high standards and is a perfectionist Loses interest in mundane tasks Although we can often identify these children intuitively, quantifying giftedness has been a challenge. While prodigies are instantly recognizable, gifted children are not always the students getting straight A's. They can be the disruptive ones who are bored and difficult to teach. The process of formally identifying gifted students varies across school boards. Most boards use an intelligence test score in approximately the top 2% as one, or in some cases the only, criterion for admission to a gifted program. The most commonly used intelligence or IQ test is the Wechsler Intelligence Scale for Children, currently in its fourth edition (WISC- IV). The Stanford- Binet Intelligence Scale, currently in its fifth edition (SB5) is also widely used. These tests take 6. They yield scores that rank a child's performance compared to a large group of children his or her age. The scores are often expressed as standard scores, which have a mean or average score of 1. A score of 1. 30 on the WISC- IV corresponds approximately to the 9. While these tests are good at assessing some skills, they may not reveal a child's giftedness. For example, performance on language- based items could underestimate the abilities of children with English as a second language. The Toronto District School Board, for example, requires a score at the 9. The Toronto Catholic District School Board accepts gifted students from poor families without requiring them to take an IQ test. York Region District School Board uses only a part of the IQ test, and Halton District School Board accepts only those scoring at the 9. IQ test. The belief that giftedness and IQ are one and the same may be a more serious pitfall. In an article entitled . Copernicus, we regret to inform you. He illustrates the argument by listing some historical figures who would not have been included in a gifted program with a cut- off IQ score of 1. Cervantes, Copernicus, Rembrandt, Bach, Lincoln, Locke, and Swift, among others. Are gifted programs elitist? Furthermore, critics of gifted education argue that students in special academic programs are predominantly white and middle class, charging the public system with elitism and in some cases, racism. Gender is also an issue. In Ontario, for example, girls are less likely than boys to participate in gifted programs across all grade levels and program types. This may be a result of the weighting toward spatial and mathematical skills on standardized IQ and achievement tests, and the relative absence of assessment of creativity and social giftedness. One study showed that teachers who describe themselves as working intentionally to counter gender bias often continue to behave in ways that preferentially benefit their male students. Despite the critics' objections, most people would agree that exceptionally bright students need and deserve extra challenges to keep them stimulated and motivated to learn. Without them, it is believed gifted students may not realize their potential, or worse, drop out of school altogether. It may be in our best interest to nurture our brightest children in the hopes that they will give back to society when they are adults, in the form of scientific breakthroughs, or as leaders in academic, political, or business spheres Dr. Nancy Hertzog, a special education professor at the University of Illinois supports gifted education but cautions, . Unfortunately, this can be a challenge in large classrooms with diverse student populations, with teachers that may lack specialized training, and with a lack of funding, all factors that can contribute to a less- than- challenging curriculum for many students. Types of gifted programs. In an effort to address the special needs of gifted students, most school boards in Ontario offer access to special learning programs. Generally there are three streams of programming offered: mixed- ability teaching where the students are blended in one class and receive work according to their ability; enrichment either in a designated gifted center or as part of a . In some cases, a student who excels in only one or two areas may be offered schoolwork from an advanced grade level. Finally, acceleration (skipping a grade) may be an option, although it is rarely used in Ontario because parents and educators fear students who are accelerated will be at risk socially. Ultimately, choosing the best program is really an individual decision: some gifted children are happiest with those at the same academic level, learning with students who are intellectual peers. Others prefer learning with friends who provide good social interaction. For a lucky few, access is available to programs in a setting that offers both intellectual and social/emotional stimulation. An inherent risk in separating students into groups is the possibility of failing to provide equal opportunity in schools. While it may be true that the academically brightest need extra stimulation to excel, what is happening to the majority, many of whom may be gifted or have potential to be gifted in ways beyond standard measure? Until there is well designed long- term on the success of these programs, parents will have to decide what they believe is best for their child, while educators struggle to provide the bestfor every child.
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