Giftedness is a Form of Neurodiversity
When my son's school was failing to meet his needs, I began calling around to see what programming was available nearby. One principal I spoke with told me "We don't have gifted education in Manitoba because all kids are gifted."
Um. No.
By definition, only 2.5% of children are cognitively gifted. All children are equally important and valuable and all children have gifts, but not all children are neurodiverse in this way. That is why it is called neuro-divergence: because it diverges from the neurological norm.
Gifted Education IS Special Education
Gifted students are identified as such because they have different needs, just like any other student who falls outside of any kind of "norm". The National Association for Gifted Children (NAGC, in the U.S.) provides the following position statement on gifted and twice exceptional students:
When a parent or caregiver is searching for supports for their gifted or twice exceptional child, it's not likely because the child is thriving in school and the parent is looking for special treatment. If a child is doing well their program parents are not likely to go looking elsewhere.
Unfortunately, especially here in Manitoba, there seems to be a distinct lack of knowledge and understanding about the needs of gifted and twice exceptional students. Any child who requires accommodations should receive them, regardless of which label identifies what their unique needs are. A diagnosis is only helpful if parents and professionals use that information to guide their approach and planning for that student. A diagnosis is really only helpful if parents and professionals actually understand the diagnosis and what it means for that individual.
My favourite definition of giftedness comes from The Columbus Group (1991), because it speaks to the asynchrony and intensity that comes with gifted development:
"Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optimally." (The Columbus Group, 1991)
Another blog post that provides an in-depth breakdown of the different types of giftedness and how they impact learners is one called Gifted vs. Gifted, by Kathleen Humble.
Students with different needs may create more work for schools, but they are not an inconvenience. They are developing human beings and it is a privilege to teach, and to learn from, people with differently wired brains.
Too often administrators and educators seem to put the onus on the child and family if they don't know how to best support that student. Educators, parents, and anyone who supports neurodiverse children should make it a priority to educate themselves. A lack of understanding on the adult's part is not the child's responsibility, yet it is these children who will bear the burden of ill-informed adults in their lives.
If you need help advocating for your child, please do not hesitate to contact us.
Too often administrators and educators seem to put the onus on the child and family if they don't know how to best support that student. Educators, parents, and anyone who supports neurodiverse children should make it a priority to educate themselves. A lack of understanding on the adult's part is not the child's responsibility, yet it is these children who will bear the burden of ill-informed adults in their lives.
If you need help advocating for your child, please do not hesitate to contact us.
I'd love some help but unfortunately I'm in Australia where the situation is similar.
ReplyDeleteThank you for your comment, Kestrel, and I am sorry to hear that your situation is similar. I hope that the more we push to educate and advocate, we will create change.
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