Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
JULY 2011
AGM REPORT
EARLY ENTRY
NEEDHELP?
GIFTED TEENS
PERFECTIONISM
ACCELERATION
G I F T E D
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Supporting gifted children and their families in NSW and the ACT
Published by the NSW Association for Gifted & Talented Children Inc.
1
ISSN 1038-5266
TWEED HEADS
Patricia Cummins
07 5536 1157
CONTACTS
Maureen Kremer
Jude Allen
Catherine Wormald
Richard Szczepanski
Christine McDonald
Mary Findell
WELLINGTON
Sue Lacey
02 6845 1893
BATHURST
Denise Wood
0449 252 093
9337 1231
9365 1444
9586 3504
9524 3657
9872 3598
9969 6867
NEWCASTLE/HUNTER
Anna Barnes
0403 834 493
SYDNEY
BLUE MTNS/PENRITH
Mimi Wellisch
02 4739 0040
HAY
Mary Lou Gardam
02 6993 4193
PORT MACQUARIE
Jenny McArthur
02 6585 1147
GOULBURN
Patricia McNamara
02 4821 0611
WAGGA WAGGA
Anne Flood
02 6921 3029
(see list)
WOLLONGONG
Kath Walker
02 4268 6389
SHOALHAVEN
Wendy Fetchet
02 4422 1654
ACT
Elizabeth Singer Support contacts offer their services to the
02 6230 1660
NSWAGTC as volunteers they receive no
Editor: Vacant, Outside The Square Editor: Denise Wood, Layout: iImagination Ph 0421 669 877. Gifted is published four times a year. Material
from gifted children, their parents and teachers, and others who are interested, is welcome via email with full contact details. Send to
editor@nswagtc.org.au. Outside The Square send to: Denise Wood PO Box 104, Mudgee NSW 2850, email: dwood@csu.edu.au. Captioned photos and
black on white artwork welcome. Deadlines for October 2011 Issue Monday 5th September 2011. Articles deadline Monday 22nd August 2011. Cover
photo: courtesy of Cate Clark. Disclaimer: While the Association values the contributions received by Gifted, the ideas and information expressed by
them is not necessarily that of the Association itself.
G I F T E D
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Presidents Report
to the AGM
o n t e n t s
FEATURES
10
13
28
REGULAR SEGMENTS
11
12
16
Rhondas Rhetoric by
Rhonda Filmer
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18
19
27
38
Membership Application
39
Gifted Traits
40
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10, 35
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Maree: B and our family are still paying for the failure
of the gifted ed teacher/junior school to identify B as
gifted early in junior school and the continued failure
of the gifted ed teacher and school to adequately
meet his needs until senior school. Climbing out
of prolonged underachievement and getting back
motivation, curiosity and self efficacy is difficult and
takes time but it is achievable. Old (bad) habits really
do die hard. Early identification and challenge are so
important in the long term. Spending the first seven
years of school trying to find anything to do but pay
attention and do more boring work does little to instil
the pattern for good listening and concentration skills
let alone attention to detail, motivation, organisation
... Bob has paid again and again for the school and
teachers failing to meet his needs in the early years of
his schooling.
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kids, and not let myself be persuaded by the fact that the
teachers were the professionals.
G I F T E D
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By Rosemary Hammerton
SCHOOL
Learn to Live
J U L Y
VAC
A
Y NCIE
EA
S
R3
LIM
VAC ITED
A
Y NCIE
EA
S
R5
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Dear Cate
I just received my copy of Gifted and was delighted
that you ran the story on Misdiagnosis of Gifted
Children and Adults. I refer this book to many of my
clients parents as it is exceptional. I see many kids
who are inappropriately diagnosed with a myriad of
conditions rather than gifted. I believe the school
system would rather put the ADHD label on a child
rather than gifted. It is easier for them or that is what
I think!! I was reading the story about Harrison and
it reminded me of a boy I saw last year I hope
his school understands or importantly wants to
understand.
10
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Competition has
The 2011 Australian Mathematics
1.
201
ust
Aug
04
been set for Thursday
ntsamc.html
www.amt.canberra.edu.au/eve
for more information.
G I F T E D
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By Carol Barnes
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Introduction
Having defined a view of a perfectionist, the factors that
may contribute to perfectionism, and some of the beliefs
and behaviours common to many perfectionists in the
previous article, the next step is to look at what strategies
can be used to try to prevent or at least remediate
perfectionistic tendencies in young people.
By Jan Robinson
GATS
PRES TA
ENTE
2010 R
Remediating Perfectionism
The burning question is of course, What can parents and
teachers do to remediate/prevent perfectionism?
The answer is to change the thinking of these students
from It will never be good enough to Im just going to
challenge myself to do the best I can and be happy that
Ive learned something new and each time I do this I will
improve.
In the Home
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Read through the criteria for school tasks with your child
and monitor their progress especially helping them to
bring each step to closure rather than letting them go
on and on researching ad infinitum (for example).
14
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perfectionism can lead to very low self esteem and low self
efficacy, which can lead to depression.
Moving Forward
Those first signs of perfectionistic tendencies the
comments about a competition or a school task of I have
to be the best or the way a child responds to compliments
Thanks, but I should have done better than that can be
overlooked as throwaway lines.
However, if such responses become habitual then more
explicit attention to changing such unhealthy beliefs and
behaviours needs to be undertaken. If children can be
prevented from slipping into unhealthy perfectionistic
thinking and behaviours in the first place, then there is
more an increased likelihood of them developing healthy
forms of perfectionism where excellence is desired, rather
than perfection.
Parents and teachers who become aware of perfectionistic
children/adolescents in their care must also be aware that
simply beginning to say all the right things or putting into
place those strategies previously mentioned, will not turn
around years of ingrained belief and behaviour patterns.
Changing these habitual responses will involve firstly
bringing the perfectionist to some level of self awareness
about their beliefs and behaviour patterns, and will then
take time and perseverance in order to help them begin
to use the different thinking and strategies which will
encourage them to more positive learning patterns. A
team effort between the student themselves,
parents and teachers, is more likely to elicit the most
favourable outcome in remediating unhealthy and
limiting perfectionistic behaviours.
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contact
Rosemary
secretary@nswagtc.org.au
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RHONDAS
H
E
T
O
R
I
C
Under Privileged
Gifted Children
By Rhonda Filmer
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By Cate Clark
A New Editor for Gifted
Starting School
Kerry Hodge well known
academic in the field of
gifted found that many
young gifted kids need to start formalised schooling ahead
of their age cohorts. In this article Kerry talks about the
experiences of families with young gifted children who
looked for ways to support their small poppies. Pages
28 34.
Acceleration
After the business of starting school, acceleration quite
often becomes an area that gifted families need to consider.
In this final article on one of the most confronting areas of
gifted education, mums Nat, Rosemary, Maree and Lynne
complete their observations of what the acceleration
experience has meant for their families. Pages 5 7.
Perfectionism
Many gifted families find that they have a child who is
quantifiably outside the norm their child thinks and
feels very much differently from other children of a similar
age. One of these asynchronies may be a child whose
rage to learn manifests itself in perfectionism. However,
Jan Robinson points out there are ways to be a healthy
perfectionist. Pages 13 15.
Gifted Teens
Finally to any new members reading the journal for the first
time I welcome you and I encourage you to hang on and
enjoy the ride!
I certainly have!
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How are we different now to those who are part of our history? How are we the
same? Around you now is a world far removed from the world of your parents,
and even more far removed from the world of your grandparents.
100 years ago in 1911, it would have been impossible to imagine some of the
ways we do things now, and some of the tools and materials we use. How have
our minds changed? Do we think differently than our ancestors?
In this issue we will consider families in the past, and facts and figures about
you gathering data for historical use perhaps. Every day we make history
but we dont always realise it. Some experiments to raise questions in your
mind, and some ways of developing the strength of your mind. For our youngest
readers, there are ideas on finding your family tree; for older readers some
ideas about the types of mind we need for the future, and ways of building your
mind power. For everyone there are some puzzles for exploring. Enjoy!
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Evidence of you!
What are the things that are individual to you? That make you unique? Can you build a profile of yourself that highlights your
differences?
Step out onto the blank page. You may need to have
someone help you as your feet will be slippery.
Stand still, so that the print is clear and then step off
onto a towel of piece of newspaper.
Then:
Carefully place the pad of your
thumb on one hand on the inkpad.
Roll it slightly to ensure good
coverage. Next, place your thumb
firmly on the blank page, pressing
evenly down until the mark is clear.
Repeat this with your other fingers
and then the fingers on the other
hand.
It might be interesting to collect the
fingerprints of other family members
how similar are they?
Personal Detective:
Other data you can collect for your profile:
Make a fact file: your favourite items
food, music, TV programs, books,
authors, breakfast cereal, sport. Collect
the same information from other family
members and compare the details.
Collect your numbers your weight,
height, birthday, number of teeth.
Write a personal song: what lyrics
would you create to describe you and
what melody would you put it to? Choose
an easy well known tune, and write lyrics about
you to sing!
Footprints:
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know.
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While our younger readers have been thinking about themselves in terms of facts, figures and preferences,
for our older readers there is another perspective to each of us how we think, how we learn and how we
use our mind to solve problems.
What is your
thinking style?
1
2
3
4
5
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22
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Here are some puzzles that use these numbers. Have fun
with them!
Leonardos Leaps
I try and take the stairs rather than the elevator whenever I
can so that I get a little more exercise these days. If Im in a
hurry, I can leap two stairs at once otherwise its the usual
one stair at a time. If I mix these two kinds of action step
onto the next or else leap over the next onto the following
one then in how many different ways can I get up a flight
of steps?
2
1
4
3
6
5
There is only one path to cell 1, but two ways to reach cell
2: directly or via cell 1.
For cell 3, it can go 123, 13, or 23, that is, there are three
different paths.
How many paths are there from the start to cell number
n?
T H E
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Introduction
In individual, small group, or whole
classroom counselling, I often include
some psychoeducational information about
normal
developmental
tasks
when
counselling individuals at any age. Since
gifted teens face the same developmental
tasks as anyone else their age, I offer
this kind of information to them, too,
when appropriate. Their experience of
development is undoubtedly qualitatively
different from others, but my framing
their troubling thoughts, feelings, and
behaviours in developmental terms seems
to be helpful.
I also consider it important to speak in
terms of universal developmental
tasks, reminding gifted teens that
struggles with identity, direction,
autonomy, relationships, differentiation
from and within family, and resolution
of conflict probably characterise
adolescents across cultures, socioeconomic levels, and ability levels.
Such information can help them
embrace their own humanity and
make sense of themselves and
others. It may also help them be less
critical of, and more patient with,
themselves and adults and peers in
their lives.
Sorting Out Feelings and
Behaviours
For counsellors, feelings and
behaviours make sense. Feelings
can be unsettling, but they make
sense when circumstances are
considered. Behaviours may be
ineffective and cause major problems, but they may make sense as
attempts to meet needs, to defend
the self from real or perceived threats,
to get attention from someone
important to them, to be different, or
to hide feelings of shame.
Making sense of feelings and
behaviours can help gifted teens
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may help gifted teens gain adult approval, win awards, and
ensure college entrance. In fact, doing things well and right
is probably valued in a perfectionists culture. Perfectionism
may be simply an extreme version of a societally valued
attribute.
Deviance
The label gifted implies deviance. It is the deviance that
argues for special services. Indeed, giftedness is about
being different. In the United
States, the label is often applied
to students whose scores are
approximately two standard
deviations above the mean
on a measure of intellectual
ability, although school districts
vary in how the construct is
defined, interpreted, and applied. Regardless of how
gifted is defined, the distance from average increases
as test scores (or ratings of a talent assessment) venture
far beyond two standard deviations on a bell curve of a
particular domain.
Asynchronous Development
Pertinent to deviance, giftedness also usually reflects
asynchronous development. Students are typically
identified as gifted because their cognitive development is
quite advanced for their age. But their social and emotional
development may be simply average or at least not at
the same level as their cognitive development. Significant
differences between intellectual ability and social
and emotional development may contribute to
social and emotional problems. For example, when
negative, unsettling life events occur, gifted kids often work
hard, cognitively, to make sense of what happened, but
emotionally they may struggle and despair. Their intense
emotions may feel out of control. They probably have not
lived long enough to trust that they will indeed survive
and that the awful feelings they are experiencing will not
Perfectionism
Perfectionism is frequently brought to the attention of
counsellors who work with gifted individuals. Perfectionism
24
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Balance
Academic Underachievement
I became fascinated with gifted underachievers during
my first career as an English teacher. Some of the best
writers and thinkers in my classes did not get good
grades elsewhere. I quickly learned that all high achievers
did not succeed in college, and many underachievers
not only went to college, but did well. I thought a lot
about the assumptions my colleagues had made about
these achievers and underachieves and how varied
developmental tempo can be.
I view underachievement mostly through a developmental
lens, making sense of it in terms of developmental tasks.
Some underachievers wont invest in academics for any
of a variety of reasons. Some cant invest at a particular
developmental stage during adolescence, for instance.
For the former, complicated feelings and circumstances
may preclude investment. For the latter, developmental
challenges may preoccupy and interfere.
In one of my studies of gifted adolescents, one in five
underachievers had improved a whole gradepoint before
graduation. By late in high school, one in five underachievers had become
achievers.
Eighty-two
percent of the
underachievers
attended
college, and,
four years
later, 52%
had had
four years
of college.
Even 45%
of extreme
underachievers had
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By Kerry Hodge
Another school year has begun, with a new cohort of
children entering Kindergarten across schools in NSW.
Among those putting on a new school uniform this year
is Jonathan, who turned 5 the day before he started
school. Like many other children, he has been
looking forward to big school. So have his parents,
Lisa and Steve, with some trepidation. Almost 18 months
ago, Lisa approached her local primary schools about the
possibility of enrolment for Jonathan. She asked for copies
of their annual reports, visited their websites for an overall
impression of the schools and spoke to parents she knew
who had children attending those schools. Lisa wanted to
find a school that would not only cater to her sons needs
but was a good school, academically and socially, and
welcomed community involvement.
Lisa was thinking and asking about something else as well:
early entry to school. Why would she do this? Many other
parents hold their children, especially their sons, back from
school entry as long as they can to allow them to develop more
maturity, or language skills, or fine motor control before starting
school (Devine, 2009). In NSW government schools, children may
enrol in Kindergarten at the beginning of the school year if they turn 5
years of age on or before 31 July in that year. Parents can choose to
enrol eligible children up to the end of Term 2, although schools prefer
that enrolment occurs at the beginning of the school year. The latest
that a child can enter school is age 6 (called the statutory age).
Jonathan was aged just 3 years and 6 months when Lisa began
investigating options. He was at
least as mature physically, socially
and intellectually as children a
year older than he was, and
Lisa and Steve were beginning
to worry about what this
might mean for his schooling.
They wanted school to be an
enjoyable experience, and they
knew that he could act up
when bored. Being labelled a
behaviour problem, especially
when big for his age, would not
be a good start for him.
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What is Gifted?
To the trained eye, Jonathan was showing clear signs
of intellectual giftedness, but Lisa and Steve as
first-time parents were not sure whether their sons
surprising behaviours and interests were in fact
normal for his age. What is giftedness? There has been
considerable scholarly debate over decades about how
giftedness is defined (see Sternberg & Davidson, 2005),
but a useful definition for the early childhood field is the
following:
A gifted child is one who performs
or has the potential to perform at a
level significantly beyond his or her
age peers and whose unique abilities
and characteristics require special
provisions and social and emotional
support from the family, community
and educational context. (Harrison,
2003, p. 8)
Note that in this definition a gifted child can be already
showing clear evidence of achievement well beyond that of
children of the same age or might show signs of the potential
to do so. The government, Catholic and independent
school systems in NSW use the definition of giftedness
developed by Canadian scholar Francois Gagne (2003). In
his Differentiated Model of Giftedness and Talent a gifted
individual has natural ability well beyond most age peers (in
intellectual or other specified domains, like sensori-motor)
while a talented individual is demonstrably using that ability
to achieve well beyond most others in a particular field
(in academics or other fields of
endeavour, like sports). In Gagnes
model, a gifted child becomes a
talented older person only when
he or she has personality factors,
environmental supports and a
little luck that facilitate the
childs own hard work and effort. This is a developmental
model rather than a model of inherited outcomes fixed
at a very high level. Parents and schools are among the
environmental factors that can assist this development of
talent or can contribute to underachievement.
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The first school that Sue approached was the one their
7-year-old son attended. After a polite no, she tried the
school that had, since their recent move to a new home,
become their local school. The principal appeared to be
informed about giftedness and cautiously willing to consider
Megans entry to Kindergarten, though he emphasised
how rarely true talent was found. The school counsellor
gave Megan norm-referenced tests, and the parents and
Megans current preschool teacher completed forms
asking about her development in social and emotional,
motor, cognitive and language domains. Megan was
invited to spend a day in the Kindergarten classroom. Sue
said, The most ironic part of the whole process was the
comment by the classroom teacher, Why wasnt she here
on Day 1? If only the teacher knew the barriers I had to
overcome to get her there at all.
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G I F T E D
Megan in School
Megan was accepted into Kindergarten and her time there
went very smoothly. She was hungry to learn, loved having
homework and made new friends easily. The teacher gave
her Kindergarten readers to appear the same as the others
but also gave her readers at a Year 1 level to challenge
her. From Year 1, however, Megan was always placed in a
composite (more than one grade) gifted and talented class.
As a 5 year old she found herself with very capable 6 and
7 year olds and she wanted to do everything they could
do. Sue and Megan both recall that the first term of each
year was emotionally challenging until she felt comfortable,
usually ending the year amongst the highest achieving
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Families often have more than one child, and the needs
of siblings are important too. Sue felt that the 3-year
gap between her children did not threaten her sons selfesteem when Megan started school early, but she would
not have pursued this path if he had been only one year
older. Indeed, the manual for the Iowa Acceleration Scale
(Assouline, Colangelo, Lupkowski-Shoplik, Lipscomb,
& Forstadt, 2003), used widely in the USA and in some
Australian schools to make decision about wholegrade acceleration (or grade skipping), advises against
acceleration into the same grade as an older sibling, even
if it is at another school, and recommends other ways
to provide the challenge the younger child needs. As it
turned out, Megans brother, Alan, also achieved very well
in school and felt socially isolated as a result until Year 10.
He graduated from university with first class honours in
Engineering.
Lisas Decision
Lisa felt that one of the government schools
she approached was welcoming and clearly
had an interest and pride in identifying and
catering for gifted students. It appeared
to monitor childrens work and to offer
extension for children who needed it across
Kindergarten to Year 6. However, the school
executive staff advised against early entry.
They felt that Jonathan was too young despite
his abilities. So did many of their relatives and
friends. Lisa says, It was a difficult decision
to make. If he had been slightly older, I think
we would have gone ahead with it. As it was,
Jonathan would have turned 4 in the first
week of school, whereas some of the other
children would have been almost 6 years old.
From our point of view we felt that he was
ready, but in the end we followed the schools
advice. Like Sue, Lisa hoped that a move
to a different childcare centre would give
Jonathan some stimulation for three days a
week. He spent the other two days at home
with his mother and sister and had a gymnastics lesson
one morning as well as Sunday School, which he loved.
He spent a lot of time with books and the computer. Lisa
felt unprepared for how quickly he learned and outgrew a
book or computer game. She was always on the lookout
for new things for him to do.
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www.curriculumsupport.education.nsw.gov.au/
policies/gats/support/index.htm. Parents can ask
teachers and school executive staff how these publications
are being implemented in their schools.
References
Alsop, G. (1999). Coping or counselling: Families of
intellectually gifted children. Roeper Review, 20(1),
28 - . Retrieved 22 November 2005 from EBESCO
host database.
Assouline, S., Colangelo, N., Lupkowski-Shoplik, A.,
Lipscomb, J., and Forstadt, L. (2003). Iowa
Acceleration Scale manual: A guide for whole grade
acceleration K-8 (2nd ed.). Scottsdale, AZ: Great
Potential Press.
Commonwealth of Australia (2001). The report of the
Senate Employment, Workplace Relations, Small
Business and Education References Committee on
The education of gifted children. Canberra, Australia:
Commonwealth Government Printing Service.
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29 May 2011
Dear Cate
We write to express in the strongest
possible terms our objections to some of
the conclusions implied by your interview
with Karen Miles in the April 2011 issue
of Gifted.
Although we work in a voluntary capacity
for the NSWAGTC support group for
parents and teachers of gifted children
with learning disabilities (GLD Group),
the views expressed in this letter are
our own and have not been ratified by
the GLD Group as a whole. Some of
us, however, have been approached
individually by members of the GLD
Group
expressing
considerable
disquiet and great concern that this
interview has been published in the
Associations journal.
There are not many issues which virtually all members of the
GLD Group agree upon, but one of them is undoubtedly that if
we refuse to acknowledge our gifted childrens disabilities, on
the grounds that the child is just gifted or just overexcitable
or just asynchronous, then we are putting our gifted children
at significant risk of having their legitimate needs never met at
school and hence in life.
Some preliminary points:
Gifted children with Learning Disabilities/TwiceExceptional Children
All gifted children can, and some gifted children do, suffer from
any one or more of the disabilities, disorders, dysfunctions,
deficits, deficiencies, difficulties, disadvantages, detriments,
impairments, impediments and ailments which may befall
non-gifted children except of course mental retardation.
Similarly, approximately 10% of students diagnosed with
learning disabilities or other special needs may be assumed to
be gifted as well. Overseas researchers assert that somewhere
between 9 and 17 percent of gifted children are struggling
with a (sometimes undetected) disability. Exact numbers are
hard to determine, as the percentage of children identified
as gifted with learning disabilities (GLD) varies according to
each researchers definition of gifted and conception of the
scope of the disability or special needs.
The important point for present purposes
however is that giftedness does not
preclude disability and vice-versa. A high
IQ is not protective against any co-existing
disability except a low one.
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the
A P R I L
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Labels
Even after proper DSM-IV identification, some parents and
educators are reluctant to label the 2e child with the correct
medical name of their disability or other special need. They
argue that they dont like labels or that its not nice to label
a child. They wonder what will happen once the label goes
into the childs file, and whether it will follow the child into
adulthood, perhaps like a tattoo.
However often in reality some of these same adults who claim
to dislike medical labels have no qualms whatsoever about
labelling a child as lazy or naughty. Interestingly, the 2e
child is usually neither.
Labelling a gifted child as lazy or naughty or as having a
relative weakness or a Dabrowski overexcitability entitles
the child to nothing. It leaves the 2e child diagnostically
homeless.
A professional diagnosis of a disability, by contrast, may
bring the child within the protection of disability discrimination
legislation, and may entitle the child to in-school funding
(eg, for a teacher aide), to classroom modifications and
accommodations, and to special test provisions (eg, extra
time, laptop, separate room, etc). These provisions do not
unfairly advantage the child, but they do allow the child to
show what they have learned and what they can do, in a
manner more closely approximating that afforded to a child
without the disability. When 2e children begin to internalise
that they are being fairly assessed at school, usually the future
seems brighter.
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CENTRAL COAST
The GLD Support Group provides a regular forum
where parents, teachers, counsellors and others
concerned about gifted children with learning
disabilities can get information, support and advice on
parenting and motivating GLD children. Group
members represent a very wide continuum, from those
who have documented proof that their child is GLD, to
those who simply have a feeling that all is not right
with their childs school performance.
Meetings are held on Thursday evenings starting
around 7.30pm and finishing around 9.30pm, although
participants sometimes arrive late or leave early. New
members are always welcome, and may choose to join
in the discussion or just listen. Often there is a guest
speaker and time for questions. As the Group receives
no funding, participants are asked to donate $2
towards administrative expenses. Children do not
attend our meetings.
Dates for 2011 are July 28, August 18, September 15,
October 20 and November 27.
Venue: Community Room at Macquarie Shopping
Centre in North Ryde (go to L4 rooftop parking, next to
Medical Centre). FREE Parking after 6.00pm.
Contact Carol on 0408 657 963 for more information.
SOUTHERN SYDNEY
The Southern Sydney Support Group holds informal
picnics in the St George and Sutherland areas throughout
each school term. We are a group of families who get
together to talk about issues related to our children. Our
families have children in various school settings i.e. public
education, independent schools and home schooling.
We also have a Yahoo group which helps to support the
needs of those in our group see www.nswagtc.org.au
for a link.
For picnic and Minds Like Mine dates contact Helen on
0438 070 401.
NORTH SHORE
Now with over 150 families, the NSGSG aims to offer
support to these families through the mutual sharing of
knowledge, experiences and information, with the
backup of the NSW Association for Gifted & Talented
Children (NSWAGTC). A major part of the NSGSG has
been the formation of a closed online Yahoo Group
creating a virtual community where parents can
discuss issues in a safe and supportive environment.
Information of interest to parents of gifted children
such as current research, news articles, childrens
activities etc is also frequently posted via this forum.
For more information contact Lara Fitzgerald at:
larajfitzgerald@hotmail.com.
ACT SUPPORT
The ACT Support Group holds activities for gifted
children and their families in the ACT and surrounding
districts. The support group is finalising a grant for
funding from the ACT government. When the funds are
received a notice will be placed on the website and
newlsetter about a meeting to discuss the grant
spending. Any enquiries to Elizabeth on 02 6230 1660 or
email act@nswagtc.org.au.
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Family
Individual
Organisation
Full Name:
Postal Address:
Postcode:
Home Phone:
Mobile:
Facsimile:
Email:
Child's Name:
Date of Birth:
Child's Name:
Date of Birth:
Child's Name:
Date of Birth:
/ /
/ /
/ /
$85.00
$81.90
$42.50
(Optional extras)
Receive additional subscriptions to Gifted (will only be posted
$
to same address) @ $30 per subscription Number of extra subscriptions
Receive Australasian Journal of Gifted Education (published twice yearly by
$
AAEGT.) Cost: Joining Feb-April = $20 May-Nov = $10 Dec-Jan = NA
Tax deductible donations ($2 and over)
Total Payment of
Enclosed is:
Cheque
Mastercard
Visa
$10.00
Expiry Date:
Date:
/ /
For EFT Payments: Account Name: NSW Assoc. for Gifted & Talented Children Inc. (NSWAGTC Inc.)
Account Number: 110941 BSB: 032 069
Please use MEM-Your Surname (ie MEM-Smith) as the reference and include a copy of the EFT receipt with this form.
*The automatic credit card renewal option means that your credit card account will be automatically debited in April
when your membership renewal falls due. This authority may be cancelled by writing to the Association at any time
during the year. $3 of each NSWAGTC membership fee is paid directly to the Australian Association for the Education
of the Gifted & Talented (AAEGT) to cover affiliated membership fees.
Check that the form is complete and signed, the payment is enclosed and send to:
NSW Association for Gifted and Talented Children Inc.
c\- Hilltop Road Public School Hilltop Road Merrylands NSW 2160 Fax: 02 9633 5799
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