Parent Network Takes On A New Name And Hosts

Expert On Gifted Education

By Susan Coney

What has previously been referred to as the GATE’s (Gifted And Talented Education) Parent Network has adopted a new name for the group, SAGE (Support and Advocacy for Gifted Education) Parent Network. The student program will continue to be known as GATES.

SAGE organizers Sarah Beier and Terry Stoller recently hosted a program at Reed Intermediate School to provide support and information to parents of gifted children. Both Ms Beier and Ms Stoller are the parents of sixth grade boys who participate in the GATES program at Reed. The pair met and teamed together through SAGE, coordinating efforts to strengthen the gifted program by encouraging the combining of resources between parents, administrators, and the community.

SAGE enlisted the expertise of Danbury resident Dr Sherry Earle, who presents seminars at both the local and national level, consults, and has run a gifted program for 30 years, to help answer common questions parents of gifted children often face.

Jan Calabro, special education supervisor for Newtown Schools, introduced the speaker by saying that the group was fortunate to have Dr Earle present because she is well known for her love of the special education and gifted education child.

Dr Earle, the recipient of numerous awards, told parents, “My favorite group to talk with are you, the parents, because you are the heart and soul of children’s education.” She began the program by stressing that one of the most powerful things a parent can do is to ask the right questions and bring up the right issues when it comes to the education of the gifted child.

“Parents of gifted children tend to feel isolated, stating that their child doesn’t seem to fit in,” Dr Earle said. She went on to outline for parents what she deemed to be the 25 questions parents of gifted children should be asking. The realm of questions touched on such issues as: living with your gifted child, school and the gifted child, the gifted child in the classroom, and the gifted child in society.

Dr Earle commented that she often hears the question from concerned parents asking, “What do you do when your child is smarter than you are?” She reassures parents that this is a common feeling and observes, “You are smart enough to be here and smart enough to ask the right questions to get your child the proper help they need to prosper.”

Another commonly asked question is, “If these kids are so smart, why do they need a special program and all this extra attention?” While the answer to this particular question holds many answers, Dr Earle responds by saying, “That is a common perception. The fact is that many gifted kids do just progress without any assistance. Often, however, gifted children are not focused, are unorganized, or labeled as underachievers. While the law in Connecticut does not mandate that special accommodations and services be made available to gifted children, it is our moral duty to provide for them. We as educators have always taken them [children] where they are and moved them forward.”

She went on to stress that very little is wasted on these types of children. “They soak up information like sponges,” Dr Earle said. “Within the scope of the school, one of the biggest disservices is to let these kinds of students coast and not have to put forth effort. If your child is completing everything perfectly they are not being challenged. Bring the challenges up a notch if the work is too easy. As a parent you can do things at home to make the work more challenging,” Dr Earle urged.

“Some kids have never been challenged or found courses to be difficult until they reach the advanced placement courses in high school or attend college,” she said. “At the same time you have other children who get overwhelmed because they are perfectionists or take a simple assignment and overdo it, expending so much energy that it leaves little time for anything else,” Dr Earle cautioned.

Dr Earle said that the nation currently has low expectations for the intellectual performance of its kids. “The year 1958 was the best time in the country for the gifted kids education. It was right after Sputnik went up in 1957 and competition for knowledge was at a high. I thought after 9/11, we would increase our gifted education programs to encourage science and make us less vulnerable,” she stated. “We have many talented, gifted young people, who are world class in their fields by the time they are 35. We need to find out what that passion is in our younger students and where their true love and talent is and nurture it,” Dr Earle stressed.

Major points brought forth in Dr Earle’s presentation focused on making certain that gifted children have the opportunity to be with other gifted children. “It is good for them to be with others like themselves. One of the most profound, defining experiences may come from being with other gifted kids; whether they are in a science club, math club, or music class. It is where kids can be who they truly are,” she emphasized.

Dr Earle encourages parents to always be the parent and the one who makes the important decisions for the child. “Adults should not treat gifted kids like little adults. It is important to allow the kids to relax and not have to be in charge of themselves. Children are children first, with little kid feelings; they are not here to entertain us. We as adults need to help foster them to grow,” she stated.

In addition Dr Earle does see the need for gifted children to have certain responsibilities as well as rules that they are required to follow. She recommends that parents do away with television and video games, citing that these activities suck away precious time and energy. She emphasizes that urging kids to do community service and really following through with it exposes them to new opportunities to learn about themselves as well as others and builds self-esteem.

She stated that typically gifted programs end after the eighth grade because a good high school offers so many more opportunities to be in advanced classes and numerous clubs and activities. Also college level courses are available to gifted high school age students.

SAGE organizer Sarah Beier said, “I would love for the community to understand two things about gifted education. The first is that federal funding and support was cut in the 80s under Reagan and state funding was cut in the 90s in Connecticut. The only mandated service is the identification of gifted kids — those in the top five percent — and then nothing has to be provided for them in Connecticut. Therefore, the special education needs of the gifted fall to the wayside and are only met through trained teachers applying the principles of differentiated learning.”

She went on to say, “The community needs to understand that these kids have a real need. The idea that these kids will learn no matter what and that they are all highly motivated, perfectly well-behaved kids is a myth that is very damaging. It is our responsibility to offer them equity in their public education and not to simply have them sit in a classroom waiting to learn.”

For more information about gifted learners visit www.ctgifted.org or call 203-291-6586.