Leonardo Gifted School is partner or member of: COBIS - Council of British International Schools, ECHA - European Council for High Ability, WCGTC - World Council for Gifted and Talented Children, AERO - Alternative Education Resource Organization, BPLUSA - Big Picture Learning Design USA, University of Bucharest - Faculty of Phychology and Educational Sciences, University of Connecticut - Neag School of Education, Simon Fraser University - Faculty of Education
Many parents and teachers would like the gifted child to be perfectly ‘normal’ in every way except the ability to perform academic tasks. Life would be so much easier that way. Over and over we see in media reports on gifted and highly gifted kids the assurance that (except for taking college courses in calculus while in the eighth grade) this child is just like everybody else. Even those who work in gifted education often spend a great deal of time and energy assuring people that gifted children are children first and gifted only secondarily, that they’re ‘just kids’ who need a little extra challenge in school. This is simply not the case. Though they are clearly children, with children’s needs for play, nurturing, structure and exploration, they have definite differences…. As the developmental trajectory diverges from the norm (very early in life) it takes on a unique shape that will remain unique.” —Stephanie Tolan, the well known author of young adult and children’s fiction, as well as an author and speaker on her topic of passion: exceptionally gifted children. Quote from the book: You know your child is gifted when… „ Author: Judy Galbraith, M.A. Author Of The Gifted Kids’ Survival Guides.
Gifted children are children who have been tested, and show very superior levels of intelligence – which is an objective reality. It means that the child has performed at these tests better than 98% percent of children of the same age, which is 2 standard deviations above the mean. This places the child into a tiny niche which represents approximately 2% of the child population. Traditional education in most countries is aimed today at serving mostly the 95% of the child population. But the more we move from the mean – in either direction – the more a different educational approach is needed. Of course, you would like to know more about the Myths of Giftedness.
“Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optimally.” (Columbus Group, 1991)
“To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties.” (Hollingworth, 1942)
“In addition to being out of sync in their own development, gifted children are out of sync: with family relations, both parents and siblings, socially with age-peers and older, and with schools and the larger community.” (Kearney, 1991).
“Are gifted kids really that different? Yes. They really are. They’re often so much more of everything than other kids their age—more intense, curious, challenging, frustrating, sensitive, passionate. They know so much more. They learn so much faster. They feel so deeply.” Author: Judy Galbraith, M.A. Author Of The Gifted Kids’ Survival Guides.
Dr Florian Colceag, international Expert in Gifted Education, WCGTC representative in Romania.
“It is absolutely necessary that parents understand how they can help their children to find a meaning for their life, how to be committed to finalise what they start, how to not refuse themselves the creativity with all components – freedom of thinking, curiosity, and trust in an open world, and how to define the quality of their personal cognitive performance. This last aspect is directly connected to the approach of seeing reality in its complexity, by judging collateral aspects as well as the derivative consequences of each act, and has absolutely nothing to do with school grading.” Prof. Dr. Florian Colceag; MA in Education; international specialisation in Gifted Education, University of Utah, USA; international expert in education for gifted; ECHA member; WCGTC member;Asia Pacific Federation of the WCGTC member; Club of Rome member; AUSTEGA member.
A few things you need to know
Legal aspects on Differentiated Education/ Gifted Education
We know the Law 17/2007 on the gifted children, capable of high performance – we have lobbied it through the Romanian Parliament. We know how important is differentiated education.