The author discusses how emerging education technologies—speech-to-text, reading tools, adaptive e-books, online courses, and platforms like Khan Academy—can better serve gifted and creative children through differentiation, pretesting, engaging rewards, and accessible content. Examples include MIT/Stanford offerings, BETT innovations, and eye-tracking e-books.
This post contrasts societal esteem for athletically gifted children with the often overlooked academically gifted, emphasizing the need for quality teachers, sustained effort, and mentorship. It advises parents to prioritize long-term goals and suggests academic competitions as avenues for recognition and scholarships.
Gross describes how gifted children often hide abilities to fit peer culture, leading to identity conflicts, social isolation and emotional frustration. Case studies and poems illustrate early awareness of difference, moral development, camouflage strategies and the need for intellectual peers and interventions.
This article examines educational acceleration for gifted students, outlining options (grade-skipping, subject acceleration, enrichment), evidence of academic and social benefits, and potential gaps or risks. It recommends individual assessment, parental and school collaboration, careful planning, and continuity to support successful transitions.
An interview with Dr. Vidisha Patel discusses behavioral and social-emotional challenges for gifted children. She advises parents to prepare and role-play, teach emotional vocabulary, model behavior, involve children in social activities, seek outside guidance, and practice patience while balancing appropriate expectations and self-esteem development.
This essay argues that giftedness is an enduring mode of mental processing, not merely childhood precocity. Adults with gifted minds often face emotional intensity, social isolation, and frustration when society equates giftedness with visible achievement. Greater recognition and support beyond performance metrics are needed.
This article reviews sensory integration theory and its application to gifted and twice-exceptional children. It describes sensory integrative dysfunctions (dyspraxia, sensory modulation disorders), discusses limited research on interventions, and recommends education, sensory diets, and cautious occupational therapy tailored to gifted children.
Using a cheetah metaphor, the essay argues that schools often misidentify and restrict highly gifted children by equating giftedness with achievement. Without proper challenge, space, instruction and support, exceptional children’s potential can be stifled; educators must recognize diverse talents and provide appropriate opportunities for development.
This article summarizes observations comparing exceptionally and moderately gifted children, describing cognitive differences such as advanced abstract reasoning, precision, exceptional memory, empathy, immersion learning, and early problem formulation. It argues that exceptionally gifted children have distinct developmental needs often unmet by standard schooling, risking social and emotional difficulties.
Silverman argues gifted children often display heightened moral sensitivity, intensity, and asynchronous development. Drawing on Dabrowski and others, she links cognitive complexity to empathy and ethical concern, warns that societal pressures may desensitize gifted youth, and urges nurturing their moral and emotional development rather than focusing solely on talent.
