A better understanding of why parents of children with special needs choose homeschooling can provide insights to help improve public schools.
Articles on Giftedness
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Self-advocacy and taking initiative have proven critical for autistic students who are also gifted, new research shows.
Common methods for identifying gifted students often miss students from lower-income families who should qualify for gifted programs.
While giftedness is a strength for children, being twice exceptional creates a vulnerability.
New York City could be on the verge of dismantling gifted programs at its elementary and middle schools. Taking that step could make things even worse for some of the children it aims to help.
Gifted students have the potential to be our future Einsteins. But they will only do this if we support them to learn in an appropriate way.
The words “gifted”, “precocious” and “high potential” represent different ways of seeing and valuing exceptional abilities.
Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, and behavioural problems.
Some believe children who are first-generation learners with illiterate parents are not capable of greatness. But some of the cleverest, most committed and most creative children come from slum areas.
Top contributors
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Associate Professor of Education Policy and Psychology and 21st Century Chair, University of Arkansas
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Professor, Faculty of Education and Arts, Australian Catholic University
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Lecturer, School of Education, University of Wollongong
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Acting Director of Research, Reader in Global Development, Newcastle University
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Professeur en psychologie du développement et psychologie cognitive, Université de Tours
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Associate Research Professor, Department of Educational Psychology, University of Connecticut
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Étudiante au doctorat en psychologie (Ph.D.-RI) - Cheminement psychologie clinique de l'enfant, de l'adolescent et des parents, Université de Sherbrooke
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University Teaching Fellow, Educational Psychology, University of Connecticut
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Professor of Education, University of California, Berkeley
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Professor of Education, University of Connecticut
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Executive Director of the Office for Education Policy, University of Arkansas
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Professeur adjoint, Département de psychologie, Université de Sherbrooke
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Research Associate, The Dartmouth Institute, Dartmouth College
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Doctorante en psychologie, Université de Tours
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Postdoctoral Scholar in the Department of Education, Oregon State University