Gifted
students are generally white, middle-class children.
Many of the early academic tests favored this group. Gifted students can come
from all socioeconomic and ethnic backgrounds. They may also be physically
handicapped and learning disabled.
Boys and girls achieve equally.
At age nine boys and girls show scholastic achievement that is fairly equal,
but by age thirteen females have begun a decline in achievement that continues
downward through age seventeen and into adulthood. Research suggests that the
disparity is not the result of different abilities but the result of role
stereotyping. Gifted females need special guidance and encouragement to believe
that it's okay to be feminine and confident.
The gifted are frail, weak and sickly.
A study conducted in the early 20s by Lewis Terman
noted that gifted children are generally healthy, well-rounded, committed,
responsible and likeable persons, and they tend to maintain these qualities
throughout life.
The gifted burn out early: Their gifts don't last.
Generally the gifted retain their abilities throughout life and show evidence
of continued growth and expansion.
IQ Tests are the best way to identify gifted children.
No single criterion can be used to determine giftedness. IQ tests measure a
limited aspect of intelligence. Gifted behaviors can include areas beyond
intellectual ability.
Gifted students earn good grades and are enthusiastic about school.
Although many gifted students do earn good grades, others become
underachievers, behavior problems, or dropouts.
The gifted student in a special program will have emotional and social
problems.
Most research has shown this to be false. Indeed, many problems are brought on
by the frustration of ability. Participation in special classes for the gifted
actually helps a majority of the individuals adjust to the frustrations brought
on by their ability.
The gifted are able to fend for themselves.
Research negates this myth on several accounts. They may perform at a level far
below their intellectual ability and suffer from problems of anxiety and
insecurity, even loneliness.
A high IQ is a good predictor of future success.
There is no correlation between IQ score and success. Knowing a child's IQ is
meant to help a teacher adjust the delivery of the curriculum. There is a
relationship between involvement in co-curricular activities and achievement.