<p>It really makes a difference if the school is willing to work with you. Ours was a very large regional public school system (725 in my S’s graduating class), which covered the complete range of demographics. We were concerned at first that we would meet with resistance. But both the middle school and high school administration were flexible. We had to do a bit of talking to get past a few teachers who tried to throw out roadblocks, but in the end I think the school wanted to see the the kids succeed.</p>
<p>Both of my daughters were in the gifted program throughout their school careers. (My youngest is currently a senior.) I’m in a suburban school district outside of Philadelphia.</p>
<p>Truthfully I really didn’t see great benefits from the twice weekly pullout programs. We had an annual IEP meeting and updated a plan. I would have to say that the best benefit of the twice weekly pullout was the opportunity to interact with a gifted peer group. Both of my daughters met good friends in these classes. </p>
<p>Both of my kids are primarily math/science gifted but are strong in all areas. The best part of their educations was an accelerated math program that began in 4th grade. There were some internal classroom groupings prior to this but there was a very selective math program beginning in 4th grade. Most of the kids were “gifted” children with IEPs but some were not. Entrance into the class was based on some standardized test…not sure which one.</p>
<p>In high school the IEPs stopped because there was such a large selection of AP courses offered that there really was no need for a separate gifted program. I would say that many of the children that went on to succeed in the AP tests were gifted but others were not. There were definitely some of the gifted children who did not succeed in high school…why…who knows? I’m sure there are many reasons. A gifted student who does not work – for whatever reason…boredom or other…will be less likely to be successful. I can imagine that there is a large percentage of high school drop-outs that are gifted. My daughters were very bored in the early years…but had enough other things going on in their lives to stimulate their minds. Our school district offers enough challenging courses in the high school. If they did not I could definitely have seen my daughters becoming disinterested. As it is, however, my daughter will have completed 8 AP courses by the end of this year…she needed this challenge.</p>
<p>When my daughter started college I reminded her that it’s not enough to be blessed with a brilliant mind…the more important factors are going to class, doing your homework and asking questions.</p>
<p>That’s why it is necessary to be in programs where they will be challenged all the time (at least most of the time) so they can develop good study habits and work ethics. The smart ones that do the hard work will always do better than the ones that coast.</p>
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<p>I agree and they must be challenged early so they don’t get too comfortable with coasting. I think having a gifted peer group for some of the day is also important…they challenge each other to work harder. The kids that overloaded with APs in high school generally were very supportive of one another…they were somewhat competitive but also formed study groups to review for AP exams…anyway…I do agree that kids who are not challenged become too comfortable and may be less likely to work hard which may backfire in high school and college.</p>
<p>Also I always thought the gifted kids that were humbly confident had an easier time than other gifted kids who could be arrogantly pompous.</p>
<p>“I do agree that kids who are not challenged become too comfortable and may be less likely to work hard which may backfire in high school and college.”</p>
<p>—so true!</p>
<p>In our school district, the gifted program is designed to be 1-2 years ahead. Other than that, it is identical in nature and approach to regular ed. This makes it grossly inappropriate, as these kids are often way, way ahead (at least in some areas), and need an entirely different approach. All that happens in our gate classrooms is more of the same work. It’s actually designed for kids who are just very bright, but not the truly gifted. The kids with the highest IQ’a usually do the worst in the program (surprise), and the kids who thrive would have been fine in a regular classroom. The students who really needed that special ed are still underserved.</p>
<p>Amen to Shawbridge in his dedication to finding appropriate education for his highly gifted LD son. So often when talking about the lack of resources to educate highly gifted children, we hear the comment that funds are mandated for children with LD’s and special needs, but not for gifted education. In fact, we are not dealing with two disctinct populations; there exists a group of highly gifted LD chidren, and finding appropriate programs and accommodation for them is really a bear. Ironically, if they can make it through what is often the less than hospitable environments of elementary and secondary schools in a way that demonstrates their intellectual abilities, there is a whole lot more intellectual stimulation and support/accommodation at a broad range of colleges, including top schools.</p>