According to the ODE definition, gifted students are those who perform at high levels of achievement.
False! According to the ODE definition, gifted students are those who perform at or show the ability to perform at high levels.
In general, research supports waiting until children are at least 8 years old to pursue gifted identifications.
Nope! In fact, identification and the start of services at young ages can ward off underachievement.
Curiosity is a common characteristic of gifted children.
Absolutely!
Superior memory (both long and short term) is a very common quality in gifted students.
Very true!
Research shows that most gifted children are compliant and often want to please their teachers.
This is NOT supported by research. Gifted children often are not "teacher pleasers."
Gifted students often have a sense of humor that differs from their peers.
So true! An advanced sense of humor is a hallmark gifted characteristic.
Teachers with average intelligence cannot usually be successful teachers of gifted students.
False! Teachers of the gifted need to understand their students and help them develop their talents.
Acceleration, sometimes called grade skipping, has been proven by research to be an effective intervention for gifted students.
True!
An effective way to push gifted students is to make sure they know the material well enough to tutor struggling students.
No, gifted students often don't make the best tutors.
Gifted learners show the most growth in heterogeneously grouped classes.
Actually, they show the most growth in homogenous groupings where accelerated pace is the norm.
Twice-exceptional gifted students are those profoundly gifted learners who score in the upper 2% of the population.
No, twice-exceptional refers to being identified as gifted, along with another significant identification or diagnosis.
Low grades are a red flag that indicates a reconsideration of a student's gifted identification is recommended.
No, low grades are not uncommon with gifted students, and may indicate that a reconsideration of gifted services is recommended.
In general, the academic performance of gifted students parallels their social and emotional development.
No. Asynchronous development in these areas is common.
Behavior problems sometimes make gifted identification more difficult.
True! Behavior problems can mask academic or other types of giftedness.
Gifted students sometimes underachieve because of perfectionistic tendencies.
Yes, perfectionism often manifests itself as underachievement.
Gifted services are no longer reflected in our school district's report card due to COVID.
NOT true! But the "gifted indicator" has been eliminated and included as part of the "gap closing" measure.
