5 Levels of Gifted

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ISBN: 9780910707985 | 0910707987
Cover: Paperback
Copyright: 9/15/2009

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Formerly titled Losing Our Minds: Gifted Children Left Behind, this book describes differences in developmental stages within the gifted population. The children are classified into five levels of giftedness based on behaviors and developmental milestones, giving parents and educators a reference guide to compare with their own gifted children or students. A childs intellectual level can thus be estimated, after which the book provides different educational approaches and practical advice, including how to find the best type of school for each level.

Acknowledgments	p. iii
Preface	p. xi
Introduction	p. xiii
What Does it Mean to Be Gifted?	p. 1
One Family's Story	p. 3
A Family Affair	p. 4
Early School Years	p. 7
Radical Adjustments	p. 8
Taking Matters into Our Own Hands	p. 9
Issues for Parents	p. 11
Discovering that the Child Is Different	p. 11
Positive Feedback	p. 12
Negative Feedback	p. 13
Conflicting Feedback	p. 14
How Parents Learn What to Do	p. 15
Who Can We Turn To?	p. 15
Pressure from Others	p. 19
Misdiagnoses of Medical and Behavioral Issues	p. 20
Maintaining Modesty as Parents	p. 21
Loneliness of the Parents	p. 22
Summary of Parent Issues	p. 23
Intellectual Level and Why it Matters	p. 25
What Is Intelligence?	p. 27
Background on Exceptional Levels of Giftedness	p. 27
Who Are the Gifted and How Do We Find Them?	p. 30
Giftedness According to Test Scores	p. 32
Understanding the Confusion over IQ Scores	p. 33
The Intelligence Continuum and Education	p. 35
How Common Are Gifted Children?	p. 36
The Assessment Process	p. 37
Summary of Intellectual Assessment	p. 48
Levels of Giftedness	p. 49
Ruf Estimates of Levels of Giftedness	p. 50
Early Indicators of Giftedness	p. 52
Early Indicators of Intellectual Giftedness	p. 52
Indicators of Uniquely High Ability	p. 53
Differences between the Levels	p. 53
Who Are the Subjects of this Book?	p. 54
How the Information Is Presented	p. 54
Level One Gifted: Approximately 90th to 98th Percentiles	p. 57
The Children	p. 58
Birth to Two Years	p. 58
Age Two to Three Years	p. 60
Age Three to Four Years	p. 61
Age Four to Five Years	p. 62
Age Five to Six Years	p. 63
Age Six to Seven Years	p. 65
Age Seven to Nine Years	p. 66
Age Nine and Older	p. 68
Summary of Level One Gifted	p. 69
Level Two Gifted: Approximately 98th and 99th Percentiles	p. 73
The Children	p. 73
Birth to Two Years	p. 73
Age Two to Three Years	p. 79
Age Three to Four Years	p. 81
Age Four to Five Years	p. 86
Age Five to Six Years	p. 89
Age Six to Seven Years	p. 91
Age Seven to Nine Years	p. 93
Age Nine and Older	p. 96
Summary of Level Two Gifted	p. 96
Level Three Gifted: Approximately 98th and 99th Percentiles	p. 101
The Children	p. 102
Birth to Two Years	p. 102
Age Two to Three Years	p. 106
Age Three to Four Years	p. 108
Age Four to Five Years	p. 113
Age Five to Six Years	p. 115
Age Six to Seven Years	p. 117
Age Seven to Nine Years	p. 120
Age Nine and Older	p. 121
Summary of Level Three Gifted	p. 123
Chapter 7	p. 127
The Children	p. 128
Birth to Two Years	p. 129
Age Two to Three Years	p. 134
Age Three to Four Years	p. 139
Age Four to Five Years	p. 143
Age Five to Six Years	p. 146
Age Six to Seven Years	p. 151
Age Seven to Nine Years	p. 153
Age Nine and Older	p. 155
Summary of Level Four Gifted	p. 158
Level Five Gifted: Above the 99th Percentile	p. 163
The Children	p. 165
Birth to Two Years	p. 165
Age Two to Three Years	p. 171
Age Three to Four Years	p. 174
Age Four to Five Years	p. 178
Age Five to Six Years	p. 181
Age Six to Seven Years	p. 183
Age Seven to Nine Years	p. 185
Age Nine and Older	p. 187
Summary of Level Five Gifted	p. 191
Gifted Children, School Issues, and Educational Options	p. 197
What These Kids Are Like	p. 199
Degrees of Compliance and Cooperation	p. 199
High Demand for Attention in Infancy	p. 200
Feisty, Independent, and Strong-Willed	p. 201
Easy-Going and Flexible	p. 204
Concentration and Attention Span	p. 205
Schedules and Transitions	p. 206
Perfectionism	p. 207
Issues with Authority	p. 209
Demonstrations of Emotions and Feelings	p. 211
Affectionate Behavior	p. 211
Intensities and Sensitivities	p. 212
Idealism, Compassion, and Sense of Fairness	p. 214
Asynchrony of Development	p. 216
Sense of Humor	p. 217
General Sociability-How They Spend their Time	p. 218
Social Interaction with Others	p. 218
Bossiness	p. 222
Sportsmanship and Competitive Nature	p. 223
Interests and Approach to Play	p. 224
Performance and Leadership	p. 227
Androgyny of Interests and Behaviors	p. 228
Summary of Gifted Behaviors and Traits	p. 229
The Crash Course on Giftedness and the Schools	p. 231
Why Is There a Problem?	p. 231
Schools Are Problematic for Gifted Students	p. 233
The Configuration of School Systems	p. 233
Age Grouping and the Demise of Ability Grouping	p. 234
Societal Priorities and Funding	p. 237
Teachers Are Not Trained to Recognize Individual Differences	p. 239
Negative Effects of the Same Pace for Everyone	p. 240
Children Learn to Underachieve	p. 240
Social and Emotional Ramifications	p. 242
The Way Gifted Children Are	p. 243
Gender Differences	p. 243
Intellectual Differences	p. 247
Personality Differences	p. 248
Other Important Factors	p. 249
Crash Course Summary	p. 249
School Years and Ongoing Issues	p. 251
Schools Resist Making Changes	p. 251
Social Adaptation Trumps Academic Abilities	p. 253
They'll Help My Child	p. 256
Parents Assume that They Can Work with the Schools	p. 258
Problems for the Gifted in School	p. 261
Boredom	p. 261
Abilities Surpass Maturity	p. 262
Teachers Overlook High Abilities	p. 264
Behavior Problems	p. 266
Poor Fit between Some Teachers and Gifted Children	p. 268
Gifted Students Learn Poor Study Habits	p. 269
Not Completing or Turning in Homework	p. 270
Not Showing Enough Effort	p. 272
Disorganization	p. 273
Not Paying Attention in Class-Being Distracted and Distractible	p. 274
Emotional Changes in the Child	p. 274
Confused Self-Concept	p. 275
Depression	p. 276
Loneliness and Feeling Different	p. 277
Additional Problem Areas	p. 279
Math	p. 279
Writing	p. 281
Summary of School Issues	p. 283
Educational Needs for Each Level	p. 285
General School Placement Goals	p. 285
Types of Schools	p. 286
Daycare Centers and Preschool Programs	p. 286
Type I Schools	p. 286
Type II Schools	p. 286
Type III Schools	p. 287
Type IV Schools	p. 287
Type V Schools	p. 287
Educational Options that Work for Gifted Students	p. 287
Early Entrance	p. 288
Ability-Grouped Instruction	p. 288
Differentiated Instruction	p. 289
Single-Subject Acceleration	p. 289
Online and Correspondence Courses	p. 289
Whole-Grade Acceleration	p. 290
Partial Home Schooling	p. 290
Full-Time Home Schooling	p. 291
Full-Time Ability-Grouped Classroom	p. 291
Tutoring or Mentoring	p. 291
Summer Institutes and Outside Supplemental Advanced Classes	p. 291
Radical Acceleration	p. 292
Advanced Coursework	p. 292
Concurrent Enrollment	p. 292
Individualized Approach	p. 293
Summary	p. 293
Level One Needs	p. 293
Early Childhood-Birth to Kindergarten	p. 293
Early Grade School Years	p. 293
Middle School Years	p. 294
High School Years	p. 294
College Life and Career Planning	p. 295
Social Life for Level One Children	p. 296
Level Two Needs	p. 296
Early Childhood-Birth to Kindergarten	p. 296
Early Grade School Years	p. 297
Middle School Years	p. 298
High School Years	p. 299
College Life and Career Planning	p. 300
Social Life for Level Two Children	p. 301
Level Three Needs	p. 301
Early Childhood-Birth to Kindergarten	p. 301
Early Grade School Years	p. 302
Middle School Years	p. 303
High School Years	p. 304
College Life and Career Planning	p. 304
Social Life for Level Three Children	p. 305
Level Four Needs	p. 305
Early Childhood-Birth to Kindergarten	p. 305
Early Grade School Years	p. 306
Middle School Years	p. 307
High School Years	p. 307
College Life and Career Planning	p. 308
Social Life for Level Four Children	p. 309
Level Five Needs	p. 309
Early Childhood-Birth to Kindergarten	p. 309
Early Grade School Years	p. 310
Middle School Years	p. 311
High School Years	p. 312
College Life and Career Planning	p. 312
Social Life for Level Five Children	p. 313
What Parents Can Do for Level Five Children	p. 314
Conclusion	p. 314
Developmental Guidelines for Identifying Gifted Preschoolers	p. 317
Public School Curriculum Expectations by Grade Levels	p. 319
Levels of Giftedness for Some Historical Figures	p. 327
References	p. 329
Endnotes	p. 337
Index	p. 347
Tables and Charts
Standard IQ Score Ranges for the Levels	p. 51
Level One Children's Data	p. 71
Level Two Children's Data	p. 98
Level Three Children's Data	p. 125
Level Four Children's Data	p. 160
Level Five Children's Data	p. 194
Table of Contents provided by Ingram. All Rights Reserved.

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5 Levels of Gifted

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