9/21/2023 0 Comments Gifted student interest inventory![]() ![]() Gifted students and those who care for or educate them often face the challenge of asynchronous development. Especially if a peer is gifted and facing a physical, neurological, or behavioral handicap, grouping with those who are outside a gifted child’s usual orbit can help develop the exceptional child develop social skills and encourage group problem-solving. Spending time with these students help non-2e children expand their definition of giftedness and develop compassion for those of varying gifts. It’s important to mix children with different abilities, especially if some are twice exceptional. Having the support of a peer group outside of children of average abilities can boost confidence, challenge usual thinking patterns, and provide sources of intellectual stimulation outside of media and adults. They are less apt to think of themselves as strange or unable to fit anywhere. Children who are grouped by ability with other exceptional students may not feel as lonely or isolated as peers who are educated in more traditional settings. ![]() Smaller children can help older ones develop patience and group working skills.Įnsuring that exceptional children mix with their peers yields many benefits. Older children can positively influence and inspire younger ones. With other gifted children, they need not feel pressured to hide their gifts, and can challenge one another in healthy ways. Placing gifted children with one another in study groups or enrichment sessions can be valuable in many different ways. Always follow the child’s lead when interests are expressed these will allow those who work with them to better enrich a day in the classroom or within a structured environment. Using interest inventories are mere starting points and guides rather than definitive assessments on a child’s abilities and skills. For example, just because a student has poor fine motor control doesn’t necessarily mean that she doesn’t enjoy crafts or studying art, and a child who likes to be active might still enjoy reading. It’s important to remember that these skills and inclinations might not exist to the exclusion of one another, and often manifest together. Those which dive more deeply into thought processes can yield information on whether a student is visual or tactile, imaginative or logical. remaining more still) Interest inventories can also create insight into how a gifted student learns. group time, or tasks involving a lot of kinetic activity vs. These interest inventories ask children to think about how they like to spend their free time, how they feel about introducing competition into school work, and what kinds of activities they might be attracted to (such as alone time vs. ![]() Interest inventories geared to various age groups can be useful in helping a gifted child, parents, and educators discern a good path. But others are passionate learners in search of a subject. There’s no mistaking what they’d like to do when they grow up-or now. Some gifted children are hugely attached to their interests and manifest them early. ![]() Here are a few ways to keep exceptional children engaged and active when it comes to their classroom experience. In the past, gifted students who zipped through seat work or tests early were given tasks as “teacher’s helper.” Not only does this practice threaten to bump up against child labor laws, it potentially exposes the child to bullying and further separation from peers.Īvoiding either of these dangers is possible by linking a gifted child’s interests to work and the school environment. Exceptional children can be at risk for becoming behavior problems in the classroom if they become restless-if bored or unreached by a delivery system or source material, their attention will likely wander. Gifted students not only think differently from their peers, they learn differently as well. ![]()
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