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Does it matter? Under construction In the meantime, please try the titles below: Vulnerabilities of highly gifted children "This article examines the unique vulnerabilities of children with extraordinarily advanced intellectual skills, and highlights the differences between highly gifted and moderately gifted children. Problems of uneven development, perfectionism, adult expectations, intense sensitivity, self-definition, alienation, inappropriate environments and role conflict are explored." It is essential reading for all who care about these children. Hoagies' Gifted Education Page: Exceptionally and Profoundly Gifted Students: An Underserved Population is research based information on the characteristics of exceptionally and profoundly gifted children and what happens to them in the normal classroom. The intellectual and psychosocial nature of extreme giftedness "The highly gifted create structure, generate ideas, and efficiently process information in ways that are qualitatively superior to moderately gifted and average ability individuals. Typically, adult academic and occupational achievements are also superior. Their advanced need to know tends to narrow their self-concept such that consistent, accurate, and valid feedback is more difficult to obtain. The net effect of this is a tendency toward low-self-esteem. Comparing the differences of average, moderately gifted and extremely gifted individuals has implications for educators, parents, and psychologists." Gross, M (2003) Exceptionally Gifted Children (2nd ed.) London: Routledge/Falmer available from Amazon.co.uk who describe the book as "unique. The first edition of this book, published in 1993, introduced 15 remarkable children, some of the most gifted young people ever studied, and traced their path through school, exploring their academic achievements (and in some cases enforced underachievement), their emotional development, their social relationships and their family relationships and upbringing. This new edition reviews these early years but also follows the young people over the subsequent ten years into adulthood. No previous study has traced so closely and so sensitively the intellectual, social and emotional development of highly gifted young people. This 20 year study reveals the ongoing negative academic and social effects of prolonged underachievement and social isolation imposed on gifted children by inappropriate curriculum and class placement and shows clearly the long lasting benefits of thoughtfully planned individual educational programs. The young adults of this study speak out and show how what happened in school has influenced and still influences many aspects of their lives. Miraca Gross provides a clear, practical blueprint for teachers and parents who recognise the special learning needs of gifted children and seek to respond effectively." Lovecky, D (2004) “Exceptionally gifted children: Different minds” Roeper Review 1994 17/2, also published at www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=11360 "There are few descriptions in the literature of the cognitive processes of exceptionally gifted children. This study, based on testing profiles, anecdotes collected from parents, and observations made during family and group therapy sessions with moderately and exceptionally gifted children delineates some of the characteristic modes of thinking that differentiate exceptionally gifted children from their more moderately gifted peers."
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