Watson School of Education AIG Foundations Courses
EDN 553: Social-Emotional Development & Support of Gifted Learners
EDN 552: Introduction to Gifted Education
Watson School of Education
AIG Licensure Program
Has Received NC DPI Temporary Authorization
(Program pending final NC DPI approval)
"The truly creative mind in any field in no more
than this: A human creature born abnormally,
inhumanly sensitive. To him...
a touch is a blow,
a sound is a noise,
a misfortune is a tragedy,
a joy is an ecstasy,
a friend is a lover,
a lover is a god,
and failure is death.
Add to this cruelly delicate organism the overpowering
necessity to create, create, create- - -so that
without the creating of music or poetry or books or
buildings or something of meaning, his very breadth
is cut off from him. He must create, must pour out
creation. By some strange, unknown, inward
urgency he is not really alive unless his is creating."
--Pearl S. Buck--
EDN 553: Social-Emotional Development & Support of Gifted Learners
Fall 2008
R / 5:00-7:45 pm
EB 241
910.962.7830
General Resources
FAQs
Watson School of Education PDS EC Contact List
Websites
What do gifted kids (& adults) look like? (act like, talk like, sound like...!)
Asynchronous Development: Looks like...
Music & Movement (psychomotor exceptionality)
Mozart Piano Sonata in C (1761-62?)
Jonny Lang's Parents' Birthday Greeting (Born 1981!)
Sports Prodigies
Chess Prodigies
Visual Art: Developmental stages of art & examples
(cognitive/aesthetic/affective; psychomotor exceptionality)
Links to Abstracts, Articles & Other Readings
The Social Coping Scale: Swiatek & Dorr (1998)
NCLB & Fleeing Gifted (Goodkin & Gold editorial)
Are we failing our geniuses? (Time)
Prodigies: Then & Now (60 Minutes)
Prodigies: Blessed & Cursed? (Boston Globe)
Child Prodigies: 2 sides of the story (The Star-online)
Why prodigies fail (Psychology Today)
Brendenn Bremmer's Story (CBS News)
Brendenn Bremmer's Backstory: What was happening in 1998? (Hoagie's Site)
Youth Mental Health Update: Genius Denied
Dabrowski's Theory: Assorted Articles
Twice Exceptional Gifted Learners
PsycWeb.com (DSM IV & More)
Learning Disabilities: Definitions, Interpretation (Answers.com)
AD/HD Definitions, Interpretations, Background (Answers.com)
Possibility of Misdiagnosis of Gifted/AD-HD (TheFreeLibrary.com)
ADHD Diagnostic Resources: National Resource Center on ADHD
Misunderstood Minds: Mel Levine & PBS
Resilience
An overview of resilience in gifted children (Roeper Review, 94)
Risk and resilience in gifted/LD children (Roeper Review, 2000; core LR)
Implications of risk-resilience in gifted/LD children (Roeper Review, 2005; updated LR)
A guide to promoting resilience in children (developmental guidelines)
Family therapy with intellectually & creatively gifted children: A review
Assignments & Materials
Models in Development
EJC's Models
Week 2 Core Readings
Julia Hare speaks on CNN: Relationships in the Black community
Dr. Julia Hare: Biographical Notes (TheHistoryMakers.com)
Creativity Supplemental Reading
EDN 552: Introduction to Gifted Education
Summer 1 - 2008
MW 5:00-9:45 pm
EB 241
910.962.7830
Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am.
Your son won't do what he must do. He drives me crazy, yes it's true!
He will stall and squirm and hum, and leave all of his work undone.
He dreams and will not pay attention, have you considered medication?
With other kids he does not play, he is alone much of the day.
Something does not seem quite right, because I know he must be bright.
He seems to learn, despite the rest, but the work is not his best.
He is disruptive, yes it's true. He just won't do what he must do!
Yes, teacher, I can really see, how frustrating all this must be,
A child who does not meet the norm, a child whose mold won't fit the form.
I've had him tested on WISC-III, by your approved test agency.
He scores far higher than the mean, there's more to this that can be seen.
So help us, help us find the way, to teach this child best if we may.
He is not like the rest you see, he acts and thinks far differently.
We need another way to teach him, another way to finally reach him.
Not the normal thing you do, but something altogether new!
What! Something new - go bar the door! We've not done it that way before!
If we do this thing for you, then all the rest will want it too!
Change our ways, that can't be done. Same for all, not changed for some.
All children are gifted, yes it's true! Just MAKE him do what he must do!
Please, please, teacher, hear me through. The laws say you must help us, too.
His needs are different than the rest, we CAN help him to do his best.
We can make this easy too, it will not be more work for you.
This can work out, you will see. Try it, try it, please, for me?
All right, all right, if I must. I still maintain this is not just.
But first there is red tape you see, tests and checks and IEP.
And after weeks and months of proving, finally we can begin moving.
Then I'll try it and we'll see, if this method is the key.
Hey, I see something, yes I do! We have found something he will do!
No more fiddle, squirm and hum, no more worksheets left undone.
He's zipping through, he's learning fast, he's doing his best work at last.
Why did I put up a fight? I guess dear Mom, that you were right.
Copyright © 1998 by MaryBeth_Northrup-EMN002@email.mot.com
Assignments
General Resources
Kappa Delta Pi Record: Gifted identification
(@ Archive: input Manning to locate article)
Genius Denied: Review of research on parents/families of gifted learners
JSTOR: Studies on motivation and identification of gifted students
David Berliner: Poverty and Educational Reform
(Implications for Gifted Education & Identification)
Guest Speaker Resources
Identification Resources
NRC/GT: Retention/Recruitment... (Identification Checklists)
A Comparison of Assessment Techniques (World Council for Gifted Children Symposium)
Identification & Development Resources
Gifted Learner Profiles