Reflecting on my own journey through a well-structured Gifted and Talented (G&T) program in the 1980s and 1990s, I can attest to the immeasurable benefits a quality program offers to gifted children. This is particularly true for those significantly above average – children who are not just bright, but profoundly gifted. The essence of these programs extends beyond simply accelerating academic achievement; they are about providing a suitably rigorous academic environment and, crucially, a genuine peer group. This peer group becomes a safe haven where children who share similar social vulnerabilities can develop social skills, free from labels like “the smart one” or “the “perfect one”.
Unfortunately, truly effective Gifted Education programs are scarce, increasingly overshadowed by inadequate programs that rely on superficial metrics like classroom grades or generic teacher recommendations, rather than thorough psychological evaluations. In stark contrast, admission to my program required comprehensive assessments: two distinct aptitude tests administered by a licensed child psychologist, observation in a classroom setting by a trained professional, a personal statement from the child expressing their interest, and even parental guidance on communicating the concept of giftedness to their children and their peers.
One might ponder if a subpar G&T program holds any advantage over a standard classroom setting. It might, provided parents are equipped and ready to navigate potential downsides such as an excessive focus on test scores, overwhelming homework, pressure for uniform high performance across all subjects, and the development of social and performance anxieties. However, the prevalence of poor programs should not diminish the recognized need for excellent ones. The advantages of thoughtfully designed, clustered programs are especially pronounced for children at the higher end of the gifted spectrum.
To conclude, it’s notable that while there is significant advocacy for inclusive classrooms for children with profound disabilities, complete with necessary resources, there is a far less vocal demand for appropriate support for gifted children. Yet, these gifted individuals may require just as much specialized attention to fully realize their unique potential.
