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Why Enrichment or Gifted Education?

post #1 of 6
Thread Starter 
As always, I come here and find very insightful information that directly applies to me. Thanks!

I have been struggling with decisions about dds schooling - she currently attends a private parochial school that is wonderful, but lacks appropriate challenge. We were looking at different programs available at the public school and just made the decision to send her next year. Emotionally and socially, it's great. I am sure she would do "fine" and it would "work" for her over the long term. I just don't think the current school has the right resources to provide her with the environment that "provides a space" for her to do her best and help me help her.

She is very much the under-the-radar gifted student. She will only do what others are doing and will keep pace (or trail if she is bored) with them rather than what she is capable of. Teachers frequently identify performers as "gifted" when that may or may not be the case. (Great info on identifying gifted students (including this experience) is in the "can parents identify giftedness" thread). It is certainly that way in our school. The last report card indicated that dd still struggles in an area when she doesn't struggle at all at home. This has been on-going - I'll say she does something and the teacher will say that she doesn't demonstrate that at at school. Started in K. She's now in 2nd.

There are differing opinions on whether or not to do enrichment (toddlers/preschool) or if gifted education is necessary. What are your thoughts?
post #2 of 6
Being around peers working at the same level--having that support and validation of being "normal"--is an important reason for being in a gifted program.
post #3 of 6
:

Not to mention that being challenged keeps her moving forward mentally and "exercising" her brain. I never had that. In fact, I was in a gifted program but back then, it was a pull-out program and wasn't nearly enough. It took me zero effort to pull off "A"s in my classes and honestly, I didn't have a clue how to actually research or study because I never needed to--which seriously came back to bite me when I got to my AP classes in high school and even worse in college.

And I wasn't GOING to apply myself because 1) even in the advanced classes, I looked like a geek; and 2) it was effort that just wasn't required and wasn't really rewarded in any meaningful way--so I stopped doing it (very young... maybe 1st or 2nd grade). My parents expected "good grades" and it didn't get any better than straight As. I knew the expectation and met it. If the expectation had been higher, I would've met that, too--but it wasn't. Not at home, and not at school.
post #4 of 6
The pull-out program I was involved did not grade students on their work. This was a great opportunity to be involved in intellectually stimulating learning for the love of learning (and not for the artificial and insufficient motivator of good grades). Actually, it was the only place I learned to work hard and study, because my motivation was intrinsic and unrelated to what was going on around me.

I also found it to be a great place for making meaningful and lasting friendships.
post #5 of 6
Thread Starter 
Thanks! You absolutely helped firm up our decision. I did also meet with her primary teacher yesterday and she supported the decision as well. The purpose of the meeting was to go over test results from assessment for the gifted programs (which, BTW, she did not quite meet one requirement by a few percentage points). I asked her where she would estimate her IBTS scores being and she underestimated - but said she wasn't really surprised. She said she just doesn't perform to her abilities that she frequently feels like she is holding back and is such a perfectionist she doesn't like to demonstrate a skill for others until she has absolutely positively mastered it. Combined with her disabilities, well...this is the right choice.

Part of the reason I wanted her to stay at her school was the relationships --but hearing what you all had to say about that put that to rest.
post #6 of 6
Thread Starter 
Thanks! You absolutely helped firm up our decision. I did also meet with her primary teacher yesterday and she supported the decision as well. The purpose of the meeting was to go over test results from assessment for the gifted programs (which, BTW, she did not quite meet one requirement by a few percentage points). I asked her where she would estimate her IBTS scores being and she underestimated - but said she wasn't really surprised. She said she just doesn't perform to her abilities that she frequently feels like she is holding back and is such a perfectionist she doesn't like to demonstrate a skill for others until she has absolutely positively mastered it. Combined with her disabilities, well...this is the right choice.

Part of the reason I wanted her to stay at her school was the relationships --but hearing what you all had to say about that put that to rest.
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