Preparing a Gifted Child for Acceleration
Advice for Grade Skipping an Intellectually Advanced Student
Nov 2, 2009
Acceleration has a strong history of success where gifted children are concerned. Though the old myths and misconceptions continue to exist, many educators agree that the benefits of grade skipping usually outweigh any potential risks to the child.
Determinations and Transitions in the Acceleration Process for the Gifted Child
Most parents of a gifted child have been through multiple layers of intellectual testing with the precocious child and will be given expert recommendations regarding where the chlld falls in the scale of intellectual age. In many cases, the gifted child is capable of successfully functioning in a class environment that is one or more years ahead of his chronological age.
Acceleration may be a viable alternative to staying in a classroom where the child will suffer from chronic boredom and possibly become a disruption to his classmates. Many excellent articles on this decision exist here and through other gifted education resources. Assuming that a decision to skip has been finalized, how can a parent prepare the child for this event?
Before the Transition to the Accelerated Class by the Gifted Elementary School Child
More often than not, the acceleration occurs in the elementary grades, when the need to consider doing this becomes evident to the teacher, child and parents. Most gifted students are very optimistic and willing to make the move without much pause. They understand the need to do this and are frustrated by the slow progress of the class, where they are not sufficiently challenged.
Some gifted students are reluctant to leave their friends behind. Still, others do not want to be conspicuously labeled as different from their peers by drawing all the attention to themselves which will occur when the transition takes place. Some kids are just more introverted and may have a more difficult time with the psychological aspects of grade skipping.
If the child is reluctant, give her time to get accustomed to the idea. Talk about the logical points of doing this and the advantages to the child in the long run. Work out a timetable and set up a private meeting with the new teacher beforehand. If the child is adamantly opposed to the idea, do not steamroll her into complying with the parent's wishes. Look at other alternatives, including private school.
Another important aspect of acceleration should focus on expectations of performance. The child will need to know that she may well fall into the middle range in the class instead of being an all "A" student, which she has become accustomed to being in her current class setting. The parent needs to moderate her own expectations on the child's grades with the understanding that she may earn lower grades in the future.
Dealing with Issues and Problems in the New Classroom for the Gifted Child
Bringing the child in to meet the new teacher before the class actually commences is a good ice breaking strategy for the nervous child. While the parent is there, she can have a prepared list of questions for the new teacher and get a feel for how much experience he has with gifted children in general. A parent can also get an idea of the class structure, size, and lesson plans.
Exchange phone numbers and email addresses with the teachers and express a willingness to be contacted at any time if the situation warrants attention. If the teacher is willing, suggest an informal mentor/buddy pairing with a willing classmate so the child will have someone who she can comfortable turn to with questions or issues. She will feel as though she has at least one friend in the class other than the teacher.
Follow up with an email or phone call after the first week of classes to ensure that things are going well or address any problems the child is experiencing in the transition. Working with the teacher in this way will help resolve little problems before they become larger.
In summary, talk to the child about the acceleration process and give her time to adjust to the idea. Do not force her to comply with a desire to have her skip grades if she is negative to the idea. Work with the teacher to smooth the transition and follow up with open communications to the child and the teacher to help address any issues. Make certain that the child is prepared to go from an all "A" student to less than that as part of the transition. Relieve her of the pressure of being top in the class, so she will not feel poorly about her future performance in a more challenging class setting.
Found this article useful? Read also Dealing With Disruptive Behavior in the Gifted Child and Schooling Options for Gifted Children.
Reference:
Davidson, Jan and Bob Davidson with Laura Vanderkam. Genius Denied: How to Stop Wasting Our Brightest Young Minds. New York: Simon and Schuster, 2004
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