My life and it's parts
Leta Hollingworth (1942) noted that in the regular elementary classroom moderately gifted children wasted almost half their time and exceptionally gifted children almost all their time. In her day, with grade-skipping prevalent, moderately gifted children tolerated the regular classroom routine relatively well since they were already advanced, but even moderate advancement did not appreciably help the exceptionally gifted. Today, with little grade skipping or other types of advancement common, the plight of even the moderately gifted child is cause for concern. Yet, it is exceptionally gifted children whose needs are more difficult to meet by virtue of being, so few in number and because of the differences in their cognitive skills.
Many exceptionally gifted children remain invisible in school. Even when special talents are acknowledged, little is done to further their development. Thus, there are exceptionally gifted students like James, age 9, whose abilities in every subject are so far above those of age peers that his school has no idea how to meet his needs. Left to devise lessons for James, his fourth grade teacher gives him the same lessons as the rest of the class and tells him to develop some aspect of the topic further. When he does so, there is no time allotted for him to share discoveries with the class or teacher. Many of the children in this study face classrooms like James' with caring, but poorly prepared teachers, and few outside resources available to provide the extra texts, materials mentors, and support required to give them the education they really need. Over time, lack of support for their needs results in social and emotional crises.
Gross (1993) suggested that the difference of these children is a great cross for them to bear. She stated that if their needs are not met, they can come to feel there is something wrong with them, and to be ashamed of their talents. Exceptionally gifted children are children at risk, as much as are children whose achievement is below average. It is hoped that by understanding these gifted children's unique cognitive characteristics, their talents can be appreciated and further developed.
From Cass: Mason is perceptive and spiritual enough already to feel demoralized in the classroom. He doesn't buy into being given extra work because nobody gives a shiznit about what he's working on--they wouldn't understand it anyway. Who would? When we stop treating kids like a different species until they are 18, then we might actually get somewhere! He doesn't care about stupid labels "oh he's very smart, oh he speak eloquently" blah, blah, static chhhhhhhhhhhhhhhhh... Just teach him something interesting.
Also, for the first time Mason has friends! Actual friends from the homeschool groups. People's contantly saying to me he won't have socialization is rubbish--do they say to hear themselves blab? They don't know a thing about it until they've done it! He has more close friends (even an admitted crush on a "public school" friend's daughter, Gillian) than ever before... It also gives him the opportunity to be mates with older kids and then sort of go back to those of his age when he's needing a first grade fart fest or what have you. LOL!
Just venting!
