#gtchat Archive
Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Tuesday January 12, 2016
For the next hour I’ll be joining others at ( ) ~ please pardon the heavy stream or better yet; join us!
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented
Our topic today is “The Many Faces of Gifted”
Before we begin, please tell us where you’re from and introduce yourself!
For the next hour, I'll be participating in . Join us!
I’m Lisa Conrad ~ moderator, advocate, presenter, blogger & mother of 2 gifted young adults from Pittsburgh, PA
Hi Jo Freitag from Gifted Resources and Sprite's Site Victoria Australia here on a hot Wednesday noon for
Jen in N IL. Mom to 2 2e boys. Writer/blogger/flutist/advocate. Great topic tonight.
I'm Cindy, one of the founders of Frisco Gifted Association, from Frisco, Texas.
Hi. Gail Post from Gifted Challenges. Psychologist, advocate, mom to two college-age boys.
Thank you! Glad to be here! Tuesday's are an awesome change for me!
Cindy Huskey- LMS, Mensan & mom of gifted/ADHD child
Sarah Smith, gifted ed teacher from PA. Excited to join in ☺
Tracy from North Tex. Parent of two "grown" sons & big fan of !
As a reminder, we use a Q1/Q2 format for questions & A1/A2 for answers during
To join chat, you can use any app such as Twubs, Tweetdeck or Hootsuite
Hi! Here from Toronto, Canada. Talented but not tested for giftedness as a child. Interested in music education.
If joining via Twitter, remember to add the hashtag to each tweet.
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Eliza, teacher from NJ. Excited to learn more tonight.
Care, sneaking in between dinner and movie night in snowy SW Ontario (everyone's skyping! WOO!) Homeschooling mama to Mad Natter!
Question 1 is coming up shortly!
Hi there, Tuesday . Jeremy, parent from CT. Thank you for this topic.
Hi, Care! Snowing here, too! Brrr ...
Stay with the flow! All the links & a summary of this chat will be posted later on our blog at https://t.co/jUsAaBcS81
Q1) What types of giftedness do you think of when considering who is gifted?
We have 41 degrees predicted for today - so total fire ban
The snow's beautiful today!
A1 I don’t think there are TYPES of . It’s wiring, who a person is, & that person has strengths like everyone else.
A1) Giftedness can include intellectual, artistic, leadership, etc.
Hi! It's Amy in Spring Branch ISD. GT facilitator
A1) Intellectual, artistic, musical, mathematical, creative
A1) My automatic thought is academic giftedness but there are many faces of giftedness
I stand corrected! Agree!
A1) I usually think of verbally, mathematically, and globally gifted, as the brains seem to work differently.
(i corrected the teacher? yikes) ;)
Well said RT A1 I don’t think there are TYPES of . It’s wiring, who a person is, & that person has
A1- Giftedness: mechanically, spatially, artistically, musically & academically
RT A1) My automatic thought is academic giftedness but there are many faces of giftedness
A1) I'm with Jen on this one. There are some instances of globally gifted, but I tend to figure "wiring, full stop."
A1) - I always think of passion and intensity - then academics... 24/7
Parent to 2 gifted girls, BOE member, SW Subs of Chicago
RT A1) - I always think of passion and intensity - then academics... 24/7 / Yes!
A1) I've defined giftedness more broadly as I (and my children) have grown. can be in many areas or limited areas.
Welcome aboard - transplanted to ON from the NW Suburbs!
A1. typically think of academic, music, artistic. Leadership giftedness? what does that look like?
A1) In SBISD we only identify in academics. We ID Ss as GT in LA/SS or M/S or both. But, we see kids that needs services for arts.
Yes, some globally gifted, but they are still there. I only referred to those three as the brains of these types work differently.
A1 - To me, giftedness always meant an extremely narrow definition of extremely high IQ. Intellectual gifts only.
Hi, Carolyn K. from Hoagies' Gifted, Inc. enjoying the first snow in suburban Philadelphia, PA.
And musically g*fted ... ;)
A1) I suppose it's down to WHY we're defining it. If for general use, that's one thing. Schools use another def. entirely.
I've got two young adults, pg and pg/2e, and life is still never dull here!
gifted kids must be unique because they're separated, right?
Q2) What are some of the consequences of mislabeling or never identifying giftedness for a child?
A1) My first thought is academic giftedness, but I've always struggled with the term as too broad.
Q2 Kids can feel like there’s something wrong w/them, bc they do notice that they’re different.
A1) I think there are as many facets to giftedness as there are facets to personality and ability.
A2) Gifted children often feel different but may not know why if they aren’t identified.
All kids are unique, some just get told they are and supported more to be themselves fully.
A2) Like 35 years of wondering WTH was wrong with me, not fitting in, being bullied, never knowing what made me such a target?
, like it or not, are gifted. So I suppose it looks like them.
(Then they balance it out with the stupid.)
A2) Lost opportunities for meaningful learning, personal development, fulfillment
A2) Kids act out from boredom, frustration & miss enrichment opps
A2: LOADS of potential consequences. inappropriate education, missed opportunities, even mistake in psychological &medical treatment
A2) At worst, could result in depression, despair, isolation, always feeling there is something wrong with them
A2) Misdiagnosis of any one of the numerous alphabet syndromes and disorders.
A2) I always felt different; could never understand the feelings.
A2: Kids presume different is bad. They don't know why the questions seem so much more complex than everyone else sees.
RT A2) Like 35 years of wondering WTH was wrong with me, not fitting in, being bullied, never knowing what made me
A2) If not identified or mislabelled students may not be given suitable provisions and maybe underachieve, become depressed etc.
A2) Unidentified gifted children may be conflicted and suffer from loss of self-esteem.
Gotcha, that does make sense.
A2 - Personal experience here: when you don't know you're different, you can't have compassion for the kids calling you stupid.
A2) Identification of your areas of giftedness is the world acknowledging that someone else sees the greatness and potential in you.
RT A2: LOADS of potential consequences. inappropriate education, missed opportunities, even mistake in psychological
A2) if they are ID'd then they often miss out of peer groups that help them feeling like they have a tribe of people like them.
A2. Kids - in general - don't want to feel "different". It can be isolating & lonely.
A1) Many "masks" of giftedness: Some are musically gifted while others are mathematically inclined. Even both!
Well said! https://t.co/OhthMQkwNd
A2) Identification of your areas of giftedness is the world acknowledging that someone else sees the greatness and potential in you.
A2) Never ID'ing=huge lost opportunity. For the kid, for the education system, for the world. It's that big. https://t.co/ABn39nHBQY
Q2) What are some of the consequences of mislabeling or never identifying giftedness for a child?
A2) Mislabeling/not being identified is hard on the self esteem. Everyone wants others to see their strengths and intrinsic value.
A2: as they are treated as if they think like everyone else, the frustration must grow and grow.
a2: Ss can be labeled as difficult..underachieving...they can become discouraged
A2) Also stressful for the parents who don't understand what's going on with their gifted kid
A2. Wish I had more time today to participate. Great subject near & dear to me! Happy to talk to anyone - contact me.
Q3) What do we risk by equating ‘gifted’ only with high academic achievement?
A3) Big pet peeve of mine... grrr
A3) We miss the underachievers, who need challenge as much or more than others.
A3) Many gifted children never achieve academically as their areas of strength may lay elsewhere
A3) So many high achievers mistaken for gifted - so many gifted underachievers overlooked
A2) Gifted/talented positively replaces negative words like weird and different. I hated the word unique. I knew what they meant.
RT A3) We miss the underachievers, who need challenge as much or more than others.
A3) We miss identifying many of the actually gifted kids - not just the ones who do well with the way school is taught.
A3) We miss leadership, creativity...etc.
A3 We lose kids who don’t test well or . We miss the most divergent thinkers.
A3) Such a disservice to kids and it perpetuates lack of differentiation for truly gifted kids that need more rigor.
A3: Not every child fits in with the traditional school model. Playing the game of school well should not equal gifted.
A3) We miss recognizing the completely original thinking /activities which are not part of regular school curriculum
A3) We risk missing out on greatness that can't be tested. You can't measure grit with a standardized test.
A3) Societal assumption that giftedness = achievement is harmful
DING DING DING! https://t.co/nsdYS2rhmS
A3: Not every child fits in with the traditional school model. Playing the game of school well should not equal gifted.
RT A3) Such a disservice to kids and it perpetuates lack of differentiation for truly gifted kids that need more rigor.
A3: we risk missing kids who's gifts are in areas that aren't brought out by school subjects & kids who are currently not performing
A3) We risk getting it spectacularly wrong. Our most gifted leaders weren't correlated with school "achievement" (whatever that is).
A3) We miss the Scott Barry Kaufmans of the world. What a shame that could be!
And one I’d really like 2 chuck in the bin. Bc then what happens 2 kids who don’t achieve as adults? https://t.co/NkjHE9bVdB
A3) Societal assumption that giftedness = achievement is harmful
Yes! The ones that question "the game." https://t.co/jWI2QklgFx
A3) We miss identifying many of the actually gifted kids - not just the ones who do well with the way school is taught.
A3) Talents outside the academic realm may never be realized if only academic achievement is considered.
A3) We miss the disengaged students who refuse to add 2+2 so they can score well on the test when their mind is on calculus
THIS! I am SO SICK of testing. https://t.co/uoFpodiacZ
A3) We miss the disengaged students who refuse to add 2+2 so they can score well on the test when their mind is on calculus
A3: and the ones who don't play the game because they're busy playing a real-life game outside of school. Writing own site, making $
A3) Academics need creativity to truly excel (problem solving, self-expression & appreciating aesthetics)
They beat themselves up daily about what they do & do not get accomplished in their lives. Ask me how I know this.
Our chat is already half-way through! Thanks, everyone, for all the great sharing today!
A3: we risk missing the poor kids who are struggling with getting enough food, and don't have the home resources to achieve.
is only one way. https://t.co/7riJpofHfA
A3) We miss identifying many of the actually gifted kids - not just the ones who do well with the way school is taught.
A3) Some Ss are 'book smart' but have no critical thinking skills
RT A3: we risk missing the poor kids who are struggling with getting enough food, and don't have the home resource.
And when those kids don't do well on testing their "giftedness" is questioned. :( https://t.co/WIwKBSGa2B
A3) We miss the disengaged students who refuse to add 2+2 so they can score well on the test when their mind is on calculus
Q4) How does intellectual giftedness get overlooked when considering 2ekids, diversity & cultural differences?
A4) Easily. They can't sit still for the test, it's in the wrong language, focuses on "basics" that are inapplicable to their lives.
A4) Overlooked for referrals for evals., don't perform as well on tests
I work with a parent who calls this lack of common sense "a brain for the books but a bozo on the bus"
A3. High achievement only means being successful at "what is taught" w/info not always correlated w/what student truly "knows"
A4: most tests don't consider diversity or cultural differences, and worse, "non-verbal" tests claim to despite research to contrary
It can be correlated with success later in life when you ARE good at the game. Leaving out our most gifted. https://t.co/HwPtRqsJrd
A3: Not every child fits in with the traditional school model. Playing the game of school well should not equal gifted.
some gifted have no common sense lol we can see diverse thinking but struggle with face value https://t.co/xIaWBRINvD
A3) Some Ss are 'book smart' but have no critical thinking skills
A4) Correction: Tests don't id their giftedness as they could/should
A4) Disabilities can be more visible and obstruct the viewpoint of adults responsible for identification.
A4: teacher surveys tend to be colored by natural tendency to think highest of those "like us"
A4 Ugh! we are searching for ways to find our GT Ss from poverty or the ELLs. The work being done by at is fab.
A4 If we’re looking thru a culturally Western lens, we’re gonna miss kids who don’t fit that pre-conconceived mold.
A3 - Huge loss of opportunity when children "turn off" in elementary, might never "turn on" to contribute to society/community.
A4 . In order for tests to be normal there is a version of 'normal" Ss need to fit into.
A4: 2e kids are only seen for their weaknesses; their strengths are ignored until they can catch up weak areas. Gifted? Why look!
What she said. https://t.co/aXwBqXza6p
A3. High achievement only means being successful at "what is taught" w/info not always correlated w/what student truly "knows"
A4) Giftedness gets missed when students are only being evaluated and given provisions for other aspects
A4) Too many educational professionals lack the necessary expertise in cultural differences & diverse populations.
A4) And not just 2e, cultural, diversity issues - any kid who doesn't fit the "model" gifted ideal gets overlooked
A4) When gifted testing overlooks exceptionality and cultural differences, we take what is outside the box & try to cram it back in.
And this right here is why we homeschool! https://t.co/6J0MvnQBua
A4: 2e kids are only seen for their weaknesses; their strengths are ignored until they can catch up weak areas. Gifted? Why look!
A4: too many educators were never trained in giftedness at all!
Agree, agree, agreeeeeeee.
I agree! At there were some great classes on this. I felt challenged to grow myself & our tchers. https://t.co/yPqyw9PTFJ
A4) Too many educational professionals lack the necessary expertise in cultural differences & diverse populations.
A4 students from disadvantaged backgrounds might not have a parent/advocate to request testing and ask for gifted services
2 many still aren't not... :( https://t.co/s89x7FYTck
A4: too many educators were never trained in giftedness at all!
Q5) Why are highly gifted children at particular risk for medical misdiagnosis that fails to recognize giftedness?
A4) The definition of isn't universal. How do you get along in the society in which you live? Can you function globally?
A4) I honestly can't think of a field in education where there is more bias, preconceived notions, misunderstandings than gifted.
A4) Can you expect an average teacher to recognize a truly gifted child when they may see two in a thirty year career?
A4) Some only recognize Neihart & Betts Successful Student profile -would miss Underground, 2E, and maybe even Autonomous Learner
A5) To quote Elizabeth Barrett Browning, "Let me count the ways."
A5 So much of can be misinterpreted as a pathology.
RT A4 students from disadvantaged backgrounds might not have a parent/advocate to request testing and ask for gifted
A5) Many areas such as ADHD share characteristics with giftedness making diagnosis difficult.
A5: sensitivities make hg/pg kids sound like "whiners" when viewed through a "everyone is normal" lens. Sensitivities mis-dxed!
BINGO! RT A5 So much of can be misinterpreted as a pathology.
Yes, when you understand, it's easier socially. "Oh hey, I'm good at this but you're good at this other thing."
That's why our parent group raises funds to send educators to Annual conferences!!
A5) Oh, welcome to my life. Granted, HG *adult* but hey. So many things normal to GT present as other things.
A4) There is stil far too much thinking that high achievement means gifted. It tears away the potential for programs to help.
A5: and if medical mis-dx is bad, I suspect psychological mix-dx is worse!
A5) Ss abilities don't 'fit' the standard definition of
wow! Just talking about this today. I can see misdiagnosis foe ADD/HD but what else r u out thinking of?
Truth!!! https://t.co/Y5k0mOWyQy
A4) There is stil far too much thinking that high achievement means gifted. It tears away the potential for programs to help.
Excellent point! and unless services are offered most ISD's don't test for beyond the regular GT ID. https://t.co/dTvIVsXZuQ
A4) Can you expect an average teacher to recognize a truly gifted child when they may see two in a thirty year career?
A5) Most medical professionals have had little to no training about gifted characteristics.
while other states/localities have no parent group, no state conference. Everything varies by state and locality
A5) Overexcitabilities, sensitivities, intensity, not fitting in, moral outrage at injustice, existential depression, ADD-like sx
We had ODD thrown our way once. Also emotional disorder & behavioral disorder.
A5) Bored gt kids can be seen as having ADHD. Perfectionists have OCD or ODD. Sensitive kids are emotionally disturbed, & on & on.
joining late but mother, teacher, writer, homeschool mama to 2e son
Since we have a school for the highly gifted we actively look for and test students. It is a huge advantage for those students.
A5) Many sensitivities/intensities which are common in gifted are considered abnormal in general population
A5) Sometimes the ones testing are unable to think outside the box. They don't know it when they see it because they never lived it.
RT We had ODD once. Also emot'l & behav'l disorder. We had "attachment disorder"! O.O
Yes , SENG's Misdiagnosis Initiative addresses this but going is slow. SENG folks speaking @ national confs this year!
Told my dad refused my testing because "don't want her to think she's better than anyone else" - bullied. Badly.
A5) So many medical diagnosis have "traits lists" that are very similar to lists of "high creativity" or "giftedness."
But as IQ get farther from average, in either direction, getting along in society gets harder and harder. https://t.co/VVKxKXNBzT
A4) The definition of isn't universal. How do you get along in the society in which you live? Can you function globally?
the ol' diagnose the kid instead of the system.
at the same time, we had HUGE delays in actual dx because school wrote off problems, left child unsupported.
but can't they be both of these for 2E. How would you unpick? Or separate? Some can be highly anxious
*sigh* It seems my temporary reprieve is over. All are heading to skype, time for movies.
RT So many medical diagnosis have "traits lists" that are very similar to lists of "high creativity/giftedness."
I represent that remark! :) https://t.co/jWk3XZCmoT
A5) Bored gt kids can be seen as having ADHD. Perfectionists have OCD or ODD. Sensitive kids are emotionally disturbed, & on & on.
academic, musical, artistic, interpersonal,
RT It's not that uncommon either. https://t.co/VTh7Y94pkB Had it here, too.
Told my dad refused my testing because "don't want her to think she's better than anyone else" - bullied. Badly.
Absolutely can have both! My 2e son just doesn’t have those dx. The ones I mentioned were due to the gifted.
Yes. We are fortunate to have strong support fr our ISD. The system is hard to change...
RT A4) Disabilities can be more visible and obstruct the viewpoint of adults responsible for identification.
I think this hits the issue best. Should not be abnormal but considered a trait https://t.co/4kIZA6WFse
A5) Many sensitivities/intensities which are common in gifted are considered abnormal in general population
RT A4) Correction: Tests don't id their giftedness as they could/should
Once heard a librarian tell a parent, "Giftedness and ADHD go hand in hand."
The awful truth is, for a kid to qualify for help in school, they often need that medical diagnosis.
Thank you for sharing❤️! Will have to read through the archive! Locked my keys in the car and just got home https://t.co/7AXxMNa62r
A5) A trait is fine as long as it does not cause distress - if it does, it warrents help, not necessarily labeling
Q6) Should public schools be responsible for accommodating forms of giftedness other than intellectual giftedness?
Yes rather than fast processing brain that is constantly ready for more! https://t.co/bemQrVOgrG
Once heard a librarian tell a parent, "Giftedness and ADHD go hand in hand."
Need dx to get school support <-- so sadly true!
A6: they already do! Sports gifts, artistic gifts, musical gifts. Only academic gifts aren't allowed.
A5) The second you add high-creativity in a human, the second they are misunderstood by most of the people they meet.
A5) Do agree, though, that sometimes getting the dx is necesary to get the treatment, IEP or help the child needs
Or need to be failing.. https://t.co/4ovk7aNo3i
The awful truth is, for a kid to qualify for help in school, they often need that medical diagnosis.
A6) Why not? Which one would not be good to include in school? Art? Music? Leadership?
A6 Well, going back to A1, is wiring… That said, musicians & esp. athletes are well supported.
But even w/dx, some are still lack access to services - this is why I am a BOSS at coloring https://t.co/3ys65RCYea
The awful truth is, for a kid to qualify for help in school, they often need that medical diagnosis.
lots of frustration for kids/families when giftedness misunderstood-happens in our classrooms often w/untrained teachers
A6) Public schools accommodate talent in athletics; other forms of giftedness should be no different.
A6) If they want engaged kids throughout their district, yes!!
A5 yes! We need to work towards https://t.co/hmxddBG0HC
Q6) Should public schools be responsible for accommodating forms of giftedness other than intellectual giftedness?
A6 - I think they are served through arts, StuCo (leadership) & athletics EXCEPT at low income elementary schools.
Yep. I have experienced this as a parent and as a teacher.
A6) If public schools want to serve all students, they should serve them by recognizing strengths instead of focusing on weaknesses.
Once you get to high school, sure. Elementary, not so much opportunity for musical or athletic gifts.
Handbook for Counselors Serving Students with Gifts &Talents: Development, Relationships, School (Amazon) https://t.co/6ucJQbOU0j
This feed is very important. As a 2E it is so misunderstood with testing, understanding, etc. (Late catching up!). Marie 2E
A6) Would disagree about music/arts getting a lot of support - often the first to lose funding sadly
need to be failing <-- but then school says child is lazy, to blame, no support permitted still
A6) Schools are responsible for accommodating, period. Kids have different needs. Schools can't pick and choose who gets to succeed.
There’s not much; I advance my flute students as far as I can, find them outside activities, & beg them to be patient.
arts/music are 2nd to lose support, not first. GIFTED is first.
A6) More importantly, Ss, esp. 2e, shouldn't be punished w/poor grades on busy work assignments
...and untrained parents. How many parents have no idea their kid is gifted? Mine didn't.
Sports are certainly celebrated in our state!
I know that kids thrive when gifts and strengths become important instead of focusing on challenges
! fixedmindset would be abolished! https://t.co/fbw2y8BWQd
A6) If public schools want to serve all students, they should serve them by recognizing strengths instead of focusing on weaknesses.
This was my first ! such fun! Nice to tweet with you all.
True! arts/music are 2nd to lose support, not first. GIFTED is first.
A6) Sometimes outside school provisions/mentors can be more suitable esp if many years above or very different from age peers
A6) Many public schools have lacked funding; the new ESSA will help through Title 1 & 2 funding.
So true, as a visual spatial 2E I am a whole part learn. Keep me involved!
A6 - Yes, and/or much more support for home/alternative education. Costs society more to let talent rot. https://t.co/FW9aiklZct
Q6) Should public schools be responsible for accommodating forms of giftedness other than intellectual giftedness?
A6) Public schools should embrace the unique needs of every. single. child. It's what kids and our future deserves.
Athletics is the only form of giftedness that seems to gather support, and where kids are not routinely teased by peers over ability
A6) Exposing a child who loves art to more art could change the scope of their life. We owe them that chance.
But schools do pick and choose who gets to succeed. All the time. :/ https://t.co/JOiARwZ3uK
A6) Schools are responsible for accommodating, period. Kids have different needs. Schools can't pick and choose who gets to succeed.
We’ve got just a few minutes left … final thoughts or questions?
RT A6) Exposing a child who loves art to more art could change the scope of their life. We owe them that chance.
Q6- in a public education, definition/expected accommodations can't be too broad or the Ss in greatest need risk losing resources
with rti this will change..if done right. Would have to prove :) https://t.co/OMRB2HwoS6
need to be failing <-- but then school says child is lazy, to blame, no support permitted still
So true, I am an artist an was allowed to use my artistic abilities in HS for timelines, presentations etc. To pass
RTI didn’t help my son, still was waiting for him to fail a proper amount. :/
👍 & as Ps, we need to advocate & support w outside enrichment too! Extra music lessons for mine... https://t.co/YmTFxJW1zm
There’s not much; I advance my flute students as far as I can, find them outside activities, & beg them to be patient.
We'll archive the chat & share the link via later today.
we embedded in full time classes https://t.co/czDluPIWI6
arts/music are 2nd to lose support, not first. GIFTED is first.
So true-- and it's so widely accepted and understood by everyone. Crazy thought.
Thanks to the fantastic staff for their continuing support; we couldn’t do it without them!
Thanks to the Advisory Board:
Athletics r supported bc adults choose to support them. Athletes aren't teased bc adults model (and reverse model)
Before you go … build your Personal Learning Network and follow some of the folks whose comments you liked!
Our next chat will be on Tues Jan 19 at 8E/7C/6M/5P (US)/Wed 20th Jan 1AM (UK)/14.00 NZDT/12.00 AEDT
Thanks to and for another great !
The topic on Jan 19th will be “Every Student Succeeds Act & Gifted Education” as we celebrate our 6th birthday!
Thank you very much Lisa and and advisors, sponsors and supporters and evrybody here for another great
