Moderating screen time for youth has never been more difficult. Television, streaming services, and video games are a huge draw for children. But video games, or gaming, has benefits beyond television and streaming services. Gaming is an interactive activity. Children can play against friends and interact with other youth which is especially needed during these times of social distancing. Games can also include problem solving and learning opportunities.

There are many resources available to parents with questions about gaming including our upcoming Gifted Support Group on February 11, 2021 at 6:00 PM PST. This Gifted Support Group will feature Susanna Pollack from Games for Change. In this presentation, Ms. Pollack will provide insights on how games have a power beyond entertainment that can be used for social good. 

Whether through using games as a platform for learning, building awareness around important social issues, or building 21st Century Skills, young people can engage with pro-social activities while enjoying a medium that “meets them where they are. With a commitment to learning and education, Ms. Pollack also developed a portfolio of programs that advance the use of games and immersive media in learning.  She launched the G4C Student Challenge with the NYC Department of Education in 2015, which is now a national program that reaches 10,000 students annually.

Additional resources online include:

• Finding Balance with Video Games, National Association for Gifted Children
• Healthy Limits on Video Games, Child Mind Institute
• Video Game Play May Provide Learning, Health, Social Benefits, Review Finds, American Psychological Association

At this year’s National Association for Gifted Children (NAGC) Conference in Albuquerque, NM, I participated in the Julia Robinson Mathematics Festival. Teachers, parents and other conference attendees like myself, learned about educational tools, new advanced learning techniques and how to collaborate with each other all while playing games. This STEM event popped into my mind as I thought about what gifts I’ll be giving this holiday season.

There is no shortage of games and puzzles that are intellectually stimulating; Pylos, Quoridor, and the classic Rubik’s Cube are all examples of mentally challenging and fun games. Below you can find a variety of educational toys and games to consider giving to a gifted child this holiday season.

1. Botley: A robot ready to code right out of the box. 
2. Happy Atoms: Build, scan, and identify molecules. It’s advertised as the simplest way to learn about atoms, bonding, and chemistry. 
3. Sound-Activated Light Blocks: Imagination takes light with these Lego-compatible light blocks.
4. Symphony Musical Toy Orchestra for Kids
5. Kiwi Crate: Curate engaging art or science gift boxes for every age and interest. 
6. Lego Make Your Own Movie Activity Kit: Makes stop animation easy!
7. Archi-TECH Electronic Smart House: For the future architect
8. ROBOTIME 3D Wooden Treasure Box Puzzle: Unique model kits to build mechanical engineering
9. Think Box Inventor’s Kit
10. For inspiration, perhaps consider creating artwork using Rubik’s Cubes, as seen here.

As a part of IEA’s effort to advance the cause of gifted students nationwide, IEA commissioned the first ever national survey assessing the American public’s views on gifted education. The summary covers the results of a national survey, completed in 2016, that sought to understand the public’s perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Benenson Strategy Group and The Winston Group.

“We are seeing overwhelming support for funding and resources to ensure that our brightest students’ minds are nurtured and supported, which hasn’t always been the case in the past,” said Elizabeth D. Jones, President & Co-Founder of IEA. “As a community, we are committed to advocating for what the public wants: helping our highest potential students succeed.”

The poll report contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. The goal of this document is to provide a tool for the gifted community, families, teachers and professionals alike to use when advocating for these unique learners.

The poll report was written by Jones and Dr. Shelagh A. Gallagher. The authors will be hosting a webinar presenting the results and answering viewer questions on March 26th at 11 a.m. PST/2 p.m. EST. The webinar is free and open to the public.

Additional contributors include: Alan Arkotov of University of Southern California, Dr. Jim Delisle, René Islas formerly of National Association for Gifted Children, Michael Petrilli & Chester Finn of Thomas B. Fordham Institute, Ann Smith of Gifted Support Center, Dr. Amy Shelton of Johns Hopkins Center for Talented Youth and Adam Umhoefer of American Foundation for Equal Rights.

The release of the full results was preceded by a poll summary, Public Attitudes Towards Gifted Education, released in August 2018. This document contains highlights from the results of the poll.

Read the full report.

For more information about IEA’s policy initiatives or any of IEA’s other programs and services, visit our Advocacy page. 

I am a big fan of the podcast renaissance that’s been happening the past few years. While I’m driving, walking or cooking, I can learn about new topics, catch up on the news of the week or listen as a team investigates a mysterious crime. We at IEA have already covered some of the best podcasts for gifted learners, so today I wanted to turn the focus toward podcasts about gifted learners. These are great resources for parents and educators supporting bright young minds.

Family Confidential: Guiding Gifted Kids
James T. Webb, Ph.D. is a guest on this episode of this parenting video podcast hosted by Annie Fox, M.Ed. This episode focuses on the special needs of gifted kids and how their parents can help them understand and use their gifts well.

Gifted Education Podcast

Prufrock Press produces a podcast for parents and educators of gifted children on topics such as learning options, differentiating instruction, and ability grouping.

Mind Matters Podcast

The Mind Matters Podcast features discussions with leaders in the fields of psychology, education, and beyond, with an emphasis on gifted/talented and 2e (twice-exceptional) children and adults. Mind Matters explores parenting, counseling techniques, and best practices for enriching the lives of high-ability people.

The Testing Psychologist Podcast Episode #19: Dr. Aimee Yermish

As a grown up gifted kid herself, Dr. Aimee Yermish definitely “gets it.” She coupled her lifetime of personal experience with a doctorate in psychology to build a highly successful practice working primarily with gifted and twice exceptional individuals. Drawing on her analytical background as a scientist and practical background as a teacher, she focuses on building self-understanding, self-regulation, and range of choice in life.

Giftedness Knows No Boundaries

Presented by the National Association for Gifted Children, this podcast shares brief glimpses into what is happening in the worlds of research, policy and best practices, with the goal of helping those who support gifted children.

The Talky Bit

Heather and Jon of The Fringy Bit chat about all things “fringy.” Whether you or your child is gifted, on the autism spectrum, has sensory processing disorder, or other higher needs, the pair is there to provide comradery.

Raising Life Long Learners Podcast

The popular blog in podcast form! Listen to find suggestions for encouraging your kids to be lifelong learners and helping your child see the world with fascination.

Schooled: Is Giftedness Real?

In this episode of Slate’s Schooled podcast, Sandy Darity, a researcher on giftedness at Duke, and Jeff Danielian, a Rhode Island teacher and giftedness advocate, discuss what giftedness means and how to best equitably identify bright young minds.

If you have a resource you’d like to share, please include it in the comments down below for other readers to consider! For additional resources appropriate for the gifted learner from preschool through high school, visit IEA’s online Gifted Resource Center.

“Muchos de los vacíos en mi conocimiento y comprensión eran simplemente límites de mi formación cultural de origen y clase social, no por falta de abilidad y esfuerzo como me temia.” – Sonia Sotomayor, Mi Amado Mundo

Sonia Sotomayor es la primera Hispana y tercera mujer asignada a la Corte Suprema de Los Estados Unidos. En su autobiografía, Mi Amado Mundo (10), ella cuanta su historia de esfuerzo  y determinación. Aunque era una niña naturalmente inteligente y con mucha promesa por delante, soportó muchas dificultades – fue diagnosticada con diabetes juvenil a los 8 años, hija de un padre alcohólico que falleció cuando ella tenia tan solo nueve años de edad,  y criada en un hogar por una madre sobrecargada de trabajo y preocupaciones. En su libro, ella comparte su historia de reflexión y encuentro personal. El dicho de arriba es de un pasaje donde ella describe su lucha con la escritura con el idioma inglés que estaban llenos de construcciones en español. Aunque era una joven brillante que asistía a la Universidad de Princeton, tuvo que trabajar mucho para superar esta limitación, completando ejercicios de gramática y aprendiendo 10 palabras de vocabulario todos los días para compensar las oportunidades perdidas debido a la falta de exposición y las limitaciones que implicó su niñez sumergida en la pobreza. La notable disparidad entre Sotomayor y sus compañeros de clase se vio más a fondo cuando se hizo conocer las cifras financieras de los más adinerados en Princeton, los estudiantes con fondos fiduciarios, cuyos padres generosamente donaron a Yale, mientras que su madre sólo genero $5,000 al año. Pese la discrepancia del estatus socio-economico (SES)  y formacion de su origen cultural ella recibió los honores más altos en la escuela de derecho de Princeton y de Yale y ahora es una Juez Asociada de La Corte Suprema de Justicia de La Nación de los Estados Unidos.

La historia de firmeza y coraje de salir adelante de Sonia Sotomayo es admirable, da esperanza para los niños, adolescentes, y jóvenes adultos que en estos momentos estan pasando por adversidades. Su historia razona con muchos niños superdotados que tienen talento increíble pero con obstáculos extremos – ya sea cultural, lingüístico, estatus socio-económico SES, o factores de entorno ambientales.

En el año 1998, la ley Jocob K. Javits Gifted and Talented Students Education Act fue aprovada y establece que “talento extraordinario estan presente en niños y adolescentes de todos grupos culturales, pese a su estatud económico, y areas de fueza humana.”(11). Tambien en el reporte National Excellence, A Case for Developing America’s Talent (11),  expone una crisis en la educación de estudiandes dotados, ya que hay una disparidad en la proporción de estudiantes identificados y servidos en programas dotados entre los niños talentosos de hogares económicamente desfavorecidos y/o de diversidad cultural y lingüística (CLD).

Teniendo en cuenta la historia de Sotomayor, el propósito de este blog es para explorar la investigación que se ha llevado a cabo sobre por qué estudiantes con origenes diversos y estudiantes de la clase baja (SES) son poco representados en los programas dotados y como podemos reclutarlos y retenerlos en nuestros programas dotados.

Paso de 20 años, Los Estados Unidos ha experimentado una transformación demográfica significante dado a immigrantes (9). En el presente, 23.7% de niños escolares en Los Estados Unidos son de padres imigrantes (6), trayendo diversidad cultural y lingüístico (CLD) con las instituciones que ellos llegan a tener contacto. En el contexto de estos rápidos cambios de communidad y panorama educacional, como nos podemos asegurar dar una educación de calidad a los niños de origen diverso, y mas especificamente, a los niños superdotados? Esta pregunta ha facinado a investigadores, politicos, y educadores, ya que su éxito tiene implicaciones directas en el futuro de nuestra nación.

Investigadores han encontrado que disimilitudes en logros academicos existen con estudiantes de diferente raza y etnicidad, auque entre los estudiantes mas capaces (7). Una gran canditad de niños con diversidad cultural y lingüística (CLD) viven cerca de escuelas con financiación insuficiente, con falta de rigurosos curriculos escolares, tienes menos recursos educativos, y constantemente emplean a maestros menos experimentados y capaces (1). Niños dotados entre estas escuelas estan particularmente en riesgo porque constantemente son pasado por alto he ignorados (2).

Investigadores también han planteado la identificación de un niño con alta abilidad de aprendisaje de diversidad cultural y lingüística (CLD) y con bajo estatus socio-económico SES son mayormente impactados por percepciones inexactas de parte de maestros y facultad educativas. La desigualdad en la nominación de maestros para programas dotados son inconsistentes entre distritos y escuelas a nivel nacional (4,5). Además, existe una dependencia de las medidas validadas de inteligencia y una escasez de evaluaciones dinámicas, la evaluación de maestros y padres y exámenes de habilidad no verbal (4,8).

Unícamente analizando  los ingresos de los padres los estudiantes cuyas familias están en el cuartil de ingresos superior con padres de ingresos en el alto nivel  son cinco veses mas probables  de ingresar en programas dotados que estudiantes con padres de ingreso  en el cuartil inferior(2).  Durante un largo periodo de tiempo, estudios han demostrado que estudiantes de bajo estatus socio-económico SES susesivamente logran graduarse de la secundaria a tiempo pero es menos probable que asistan a universidades reconocidas comparados con sus compañeros de alto estatus socio-económico SES (14% vs. 21%); menos probable de graduarse de la Universidad (49% vs. 77%); y menos probable de recivir diploma de maestria (29% vs, 47%) (8).

Estos analisis sugieren que hay una necesidad por nuevas estrategias para identificar estudiantes dotados de culturas diversas, lingüísticas, y de bajo estatus socio-económico SES. Sin embargo, puesto que la educación dotada no es mandato federal – conducen a diferencias en las definiciones, la identificación y la programación entre distritos y estados – es dificil implementar estas estrategias (4).

Como mi conocimiento es en sicología aplicada, siempre aprecio cuando la investigación se traduce en practica o proporciona implicaciones para practicas efectivas. En todos los artículos que leí, la mayoría de ellos también proporcionó soluciones potenciales para mejorar la identificación y la retención de diversos estudiantes en programas dotados.

El currículo avanzado de alta calidad debe seguir siendo creado y evaluado. Los estudiantes dotados diversos se beneficiarían de un currículo culturalmente sensible y apropiado para el desarrollo (5). Muchos estudiantes dotados se desconectan de las clases por que se aburren, hay una necesidad de enriquecer programas y currículo que evocan el potencial de un estudiante dotado. Como los examenes de inteligencia y las referencias de los maestros a menudo se encontraron como una fuente de representación insuficiente los estudiantes diversos en programas dotados, el campo de la educación dotada necesita examinar y considerar concepciones más amplías de la inteligencia, definiciones alternativas de dotación y modelos inclusivos de evaluación. La investigación también ha vinculado el éxito de alumnos dotados de diversidad cultural y lingüística CLD y bajo estatus socio-económico SES con relaciones familiares positivas, donde los estudiantes sobresalen en la escuela a pesar de las barreras económicas y sociales (3). Esto demuestra que hay una necesidad de un esfuerso colectivo para brindar y proponer cambio, uno que incluya energía no solo de escuelas y padres, pero tambien investigadores y politicos.

Por último, las comunidades y las organizaciones también pueden proporcionar apoyo y asistencia a personas dotadas de diversos orígenes, ofreciendo talleres, clases enriquecedoras y oportunidades de aprendizaje(8).

Aunque pude ofrecer una visión general de la diversidad en relación con el supertalento, sólo se abordó en este blog la diversidad cultural, lingüística y económica. Sin embargo, hay una serie de investigaciones que abordan las relaciones entre ser dotado y la diversidad de género, estudiantes dotados con discapacidades (2e: doblemente excepcional), y la diversidad geográfica. Por último, no podemos descuidar la importancia de la diversidad y los factores no cognitivos de alto rendimiento. Hay mucho que aprender de la investigación que examina las necesidades sociales y emocionales de los niños dotados.

Imagine si Sonia Sotomayor no hubiera recibido asistencia financiera en la escuela de derecho de Princeton y Yale; Estados Unidos habría sido carente de un líder importante. Con esto en mente, le pido que se tome el tiempo para donar a AIE, para que podamos continuar sirviendo a los estudiantes que pueden no tener los medios financieros para beneficiarse de nuestros programas. En nombre de los estudiantes y familias que servimos, le damos gracias por ser parte de la comunidad de AIE!

Referencias

1. Barton, P. E. (2003). Parsing the achievement gap. Princeton, NJ: Educational Testing Service. (Barton, P. E. (2003). Disectar las inconsistencias del alto rendimiento. Princeton, NJ: Servicio de Pruebas Educativas.

2. Borland, J. H. (2004). Issues and practices in the identification and education of gifted students from under-represented groups. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. (Borland, J. H. (2004). Problemas y prácticas en la identificación y Educación de estudiantes dotados de grupos menos representados. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.)

3. Castellano, J.A. & Frazier, A.D. (2010). Special populations in gifted education: Understanding our most able students from diverse backgrounds. Waco, TX: National Association for Gifted Children/Prufrock Press. (Castellano, J.A. & Frazier, A.D. (2010). Poblaciones especiales en educación dotada: entendiendo a nuestros estudiantes más capaces de diversos orígenes. Waco, TX: Asociación Nacional de niños dotados /Prufrock Press.)

4. Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. (Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Estudiantes con diversidad cultural y lingüística en educación superdotada: problemas de reclutamiento y retención. Niños excepcionales, 74(3), 289-306.)

5. Johnsen, S.K. (2014). Assessing Growth of Gifted and Advanced Students. Gifted Child Today, 37(1), 4-5. (Johnsen, S.K. (2014). Evaluación del Crecimiento de Estudiantes Dotados y  Avanzados. El Niño Dotado de Hoy en Dia)

6. Mather, M. (2009). Children in immigrant families chart new path. Washington, DC: Population Reference Bureau. (Mather, M. (2009). Niños de familias imigrantes establecen nuevo recorrido. Washington, DC: Oficina de Referencia de Población.)

7. Miller, L. S. (2004). Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the education system. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. (Miller, L. S. (2004).Promoviendo el sostenimiendo del crecimiento en la representación de Afroamericanos, Latinos y Nativos Americanos entre los mejores estudiantes en los Estados Unidos en todos los niveles del sistema educativo Storrs: University of Connecticut, El Centro Nacional de Investigación sobre el Dotado y Talentoso.)

8. Olszewski-Kubilius, P., & Clarenbach, J. (2012). Unlocking emergent talent: Supporting high achievement of low-income, high-ability students. Washington, DC: National Association for Gifted Children. (Olszewski-Kubilius, P., & Clarenbach, J. (2012). Desencadenando el talento emergente: apoyando el alto rendimiento de los estudiantes de bajos ingresos y con alta capacidad. Washington, DC: Asociación Nacional de Niños Dotados.)

9. Perez, Patricia. (2010). College Choice Process of Latino Undocumented Students: Implications for Recruitment and Retention. Journal of College Admission, 206, 21-25. (Perez, Patricia. (2010). Proceso de Elección Universitaria de Estudiantes Latinos Indocumentados: Implicaciones para el Reclutamiento y la Retención: Diario de Admisión a la Universidad, 206, 21-25.)

10. Sotomayor, S. (2013). My Beloved World. New York: Knopf. (Sotomayor, S. (2013). Mi Amado Mundo. New York: Knopf.)

11. United States Department of Education. (1993). National Excellence: The Case for Developing America’s Talent. Washington, DC: United States Department of Education, Office of Educational Research and Improvement. (Departamento de Educación de los Estados Unidos. (1993). Excelencia Nacional: El Caso para Desarrollo de Talentos de America. Washington, DC: Departamento de Educación de los Estados Unidos, oficina de investigación y mejoramiento educacional.)

An article from the TED-Ed Blog titled “Why dance is just as important as math in school” (1) by Sir Ken Robinson and Lou Aronica recently caught my eye and led me to research more on the topic of the arts and their benefits to gifted children. As a dancer, my immediate thought was, “Of course dance is just as important as math!” I know firsthand how it has positively shaped and affected my life both personally and academically.

Robinson and Aronica’s blog post is an argument for equity in educating the whole child, and the equal importance of dance and physical activity with the other arts, languages, mathematics, sciences and the humanities in the general education of every child. IEA also practices the Whole Child Approach, which emphasizes each child’s potential as a whole person, rather than focusing on one specific area of talent or ability. There is more to gifted children than high test scores and academic achievement.

As stated in the article, math is intimately involved with the dynamics of dance, and dance can help restore joy and stability in troubled lives, along with easing the tensions in schools disrupted by violence and bullying. Dance and physical education also have important benefits for students’ social relationships, promoting many of the personal qualities that employers recognize as essential in a collaborative, adaptable workforce.

A guest blog post from Oak Crest Academy on National Society for Gifted and Talented titled “4 benefits of introducing the arts to your gifted child” (2) states that the arts:

1. Uncovers hidden talents
2. Reinforces learning in other subject areas
3. Provides a safe environment for mastering social skills
4. Relieves stress and promotes relaxation

The National Association for Gifted Children also holds a positive stance on arts education for gifted and talented students (3). NAGC believes that arts education is fundamental to an appropriate education for gifted and talented learners and should be addressed through domain-specific opportunities and authentic integration across the curriculum. The arts offer students a way of thinking that is not available in other disciplines. Additionally, IEA has many Caroline D. Bradley Scholars and alumni who are dancers and artists.

We at IEA encourage students to pursue any interest in the arts and use them as a tool for a new challenge or as an opportunity to think in a different way. Check out our online Gifted Resource Center to discover more articles, media and gifted programs and services on the subject.

Do you have a gifted child active in the arts? Share any resources and/or stories of gifted children and the arts in the comments below!

References:

• https://blog.ed.ted.com/2018/04/02/why-dance-is-just-as-important-as-math-in-school/
• https://www.nsgt.org/4-benefits-of-introducing-the-arts-to-your-gifted-child/
• https://www.nagc.org/sites/default/files/Position%20Statement/Arts%20Education%20and%20Gifted%20and%20Talented%20Students.pdf

As a part of IEA’s effort to advance the cause of gifted students nationwide, IEA commissioned the first ever national survey assessing the American public’s views on gifted education. Linked below you will find a summary of the national survey, completed in 2016, that sought to understand the public’s perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Beneson Strategy Group and The Winston Group.

The summary contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. Our hope is that this document would be a tool for the gifted community, families, teachers, and professionals alike to use when advocating for these unique learners.

Read the Poll Summary

Thank you to Alan Arkotov of University of Southern California, Dr. Jim Delisle, Dr. Shelagh A. Gallagher, René Islas of National Association for Gifted Children, Michael Petrilli and Chester Finn of Thomas B. Fordham Institute, Ann Smith of Gifted Support Center, Dr. Amy Shelton of Johns Hopkins Center for Talented Youth and Adam Umhoefer of American Foundation for Equal Rights for their assistance and support.

How can you use this information to advocate for gifted learners in your state? Share your ideas below!

When you recognize that your child may be gifted, and has not been identified as such, or has been identified as gifted but is not reaching his/her potential, then you will need to advocate for your child so they will receive the most appropriate services.  Children have a right to a safe, academically challenging and positive experience in school. (Kim Pleticha, Publisher/Editor Parent: Wise Magazine)

Advocating for your child requires research, preparation, identifying your child’s interests, strengths and skills, knowledge of the school system, and tenacity. Once you are ready to advocate for your child, here are some suggestions:

• Your first ally is your child’s teacher. If you are able to, volunteer at least a few times in the classroom so that you may observe how your child is performing; understand how the teacher addresses the individual needs of each student; and most importantly, develop a working relationship and rapport with the teacher.
• Start collecting documentation about your child, such as reports or observations from the teacher, and/or the coordinator; student work, test scores, report cards.
• Don’t wait until the first Parent/Teacher Conference to talk to the teacher.
• Familiarize yourself with the curriculum, the contact information of the Gifted and Talented Education (GATE) coordinator at your school, the types of assessments that are administered.
• Find out the assessment and identification process at the school or the district, and when the process starts. Some schools or districts begin the process at 2^nd grade, others at 3^rd  Some schools will identify students during their second semester in kindergarten.  Some districts will accept private assessments, some do not. At times, it is helpful to have a private assessment from a psychologist or consultation services from Institute for Educational Advancement (IEA), to provide as supporting documentation. Access the school district website to find out about their Gifted and Talented Education (GATE) program.
• Grade or subject acceleration may be an option. Acceleration allows students to move up a class or grade that matches their academic and cognitive abilities. It includes matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student[1]. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Research what your school’s policy is on acceleration.
• It is important to know that any type of testing administered by the school requires parent permission. Therefore, you must be informed if and when your child is being tested, the type of test being administered to ensure that it is appropriate, and that your permission is required to administer the test.
• Develop a plan that includes compromises because you are working for the best interest of the child. Parents are encouraged to think in terms of effectiveness, rather than correctness. Quite simply, this means searching for the most effective educational arrangement for your child that addresses the greatest proportion of her or his needs rather than looking for the “perfect” situation[2].
• Familiarize yourself with the terminology, i.e. differentiation, cluster grouping (for a complete list, go to nagc.org, Glossary of Terms).
• Research and join national and local advocacy groups such Institute for Educational Advancement (IEA), National Association for Gifted Children (NAGC), The Davidson Institute, Acceleration Institute, Support the Emotional Needs of the Gifted (SENG), and Hoagies Gifted Education Page. Join local parent groups, such as the Gifted Support Group at IEA, and attend workshops and parent conferences that provide information on gifted students and programs.

Resources:

• Institute for Educational Advancement
• National Association for Gifted Children 
• Davidson Institute 
• Educational Advocacy for Gifted Students, Julia B. Osborn,  2001
• A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1, The  Templeton National Report on Acceleration, 2004
• NAGC’s Glossary of Terms
• Gifted and Talented Programs, Los Angeles Unified School District
• GATE, South Pasadena Unified School District
• Gifted and Talented, La Canada Unified School District
• Gifted and Talented Education, Alhambra Unified School District
• Gifted and Talented Education, Pasadena Unified School District

To learn more about how IEA advocates for gifted students, visit our Advocacy page.

References

[1] “A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1”, The  Templeton National Report on Acceleration, 2004

[2] http://www.davidsongifted.org/Search-Database/entry/A10558

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This past November, I had the opportunity to attend NAGC’s Annual Convention in Phoenix, Arizona. Although the primary purpose of my trip was to learn more about the changing and ever-growing landscape of gifted education, I also had the privilege of listening to and meeting some amazing presenters and influential professionals in the field of gifted education.

One of the keynote speakers at the convention left a lasting impression on me and served as the inspiration for this blogpost. He was not only the youngest presenter at the convention, but he also seemed to embody what it truly means to be gifted and talented.

He introduced himself as Joey Hudy, a 17 year old student at Arizona State University and an active member of the Maker community. From a young age, he was fascinated with making things out of household materials and immersed himself in DIY engineering projects which lead to some great inventions, like his marshmallow launcher which he presented to President Obama at the White House.

His simple philosophy, “Don’t be bored…Make something!” further propelled him to create more amazing gadgets like his SMD Arduino Shield,  3x3x3 LED Cube Arduino Shield , and a prototype “smart” glasses which run by reading human thoughts. It was not surprising to also discover that he is currently the youngest intern in Intel’s New Devices Group product development program. I sat in amazement as Joey presented eloquently and knowledgeably about his experience and growth as a maker. Needless to say, I left Joey’s presentation feeling revitalized and inspired to delve into some DIY projects of my own.

The future definitely seems a little brighter with gifted and imaginative young people like Joey. There’s no doubt that Joey, and other young innovators like him, will pave the way for some ground-breaking technologies in the near future. If you want to know what Joey is making today, head over to his personal blog.

So what are you waiting for? Pull up your sleeves and get your creative juices flowing. Maker labs are popping up in cities nationwide. These labs serve as creative workspaces where makers of all ages and skill level can innovate, learn, design, and build things. They provide access to the necessary tools, resources, and equipment so you can bring some of your brilliant ideas to life! Check out some of the maker labs in Los Angeles County:

• LA Maker Space
• HexLab 
• Urban Workshop
• Vocademy (closed in 2020)

If making things isn’t quite your forte, you can still get a unique glimpse of some remarkable projects and get involved in the maker movement by attending a Maker Faire . Think of these family-friendly festivals as a cross between a county fair and science fair with a sprinkle of innovation. Hundreds of makers from all walks of life showcase and hold live demonstrations for their incredible creations. Maker enthusiasts, educators, students, tinkerers, hobbyists and people of all ages come out to participate in hands-on activities, meet the brilliant makers behind these one of a kind designs, and learn new skills.Here are a few resources to help kick start your next project:

• Goldie Blox
• Maker Shed
• Seeed Studio
• Adafruit