Below are the most prevalent
myths about educating high-ability children followed by
the truth of what these children need. As you read them,
NAGC encourages you to consider your own assumptions about
gifted education.
Myth: Gifted children will
do fine on their own.
Truth:
Gifted children cannot teach themselves.
Myth: Teachers challenge all
students in the classroom.
Truth:
Most teachers have not been prepared to work with advanced
students;
therefore,
many of these children are not learning new material every
day.
Myth: Gifted students are
role models for other students in the classroom.
Truth:
Struggling learners do not look to the higher-ability students
in the class as
role models.
Myth: All children are gifted.
Truth:
All children have strengths and positive attributes, but
not all children
are gifted in
the academic sense of the word.
Myth: Academic acceleration
is socially harmful for the accelerated students.
Truth:
Gifted children are often happier with older children who
share
their interests
and abilities than with children their own age.
Myth: Gifted education programs
are elitist.
Truth:
Gifted learners are found in all cultures, ethnic backgrounds
and socioeconomic
groups. However, many of these students are denied
the opportunity
to maximize their potential due to flawed identification
practices,
giving the appearance of elitism.
Myth: Students getting
poor or average grades cannot be gifted.
Truth:
Not all gifted students are academically successful.
Myth: Gifted students are
happy, popular and well-adjusted in school.
Truth:
School can be a negative experience for some gifted students.
Myth: This child can't be
gifted; he has a disability.
Truth:
Some gifte students also have learning or other disabilities.
Myth: Gifted education programs
require an abundance of resources.
Truth:
Offering gifted education services does not need to break
the bank.
For more on the "truth"
to each myth, visit this site :
nagc.org/commonmyths
