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Artikels over uitzonderlijke hoogbegaafdheid

 

Magazines

 

"Wanneer kan een kind uitzonderlijk hoogbegaafd genoemd worden?"

door Dotato, advies bij hoogbegaafdheid

Een kind dat een IQ heeft van 160 verschilt namelijk evenveel van het kind dat 130 scoort als een kind met een gemiddelde intelligentie van 100. Onze ervaring is dat extreem hoogbegaafde kinderen nog veel complexer denken en leren dan kinderen met een score in het gewone hoogbegaafde gebied en dat dit extra uitdagingen met zich meebrengt in de opvoeding en zeker ook in het vinden van passend onderwijs.
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"Verslag lezing ‘uitzonderlijk begaafde kinderen’ door Renata Hamsikova"

door Pharos

Als uitzonderlijk begaafde kinderen (eindelijk) naar de basisschool gaan, hebben ze hoge verwachtingen die vervolgens niet uitkomen. Dit kan leiden tot gevoelens van angst, verdriet en boosheid. Een jong kind kan die teleurstelling niet verwoorden. Het uit zich vaak in gedrag zoals boosheid, agressie, opstandigheid, zich terugtrekken en dagdromen. De meeste kinderen zullen proberen zich aan te passen aan wat zij denken dat er van hen verwacht wordt.
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"Versnellen"

 door Itinera 

Het onderwijs moet in de eerste plaats een beleid voeren waar de focus ligt op leerwinst, en niet op een lat waar iedereen over moet. Niet dat minimale standaarden niet wezenlijk zijn, maar we moeten er toch bij stilstaan dat een belangrijke groep misschien al over die lat kan aan het begin van het schooljaar. Niet overwegen om deze groep dan te versnellen doet voor hen het onderwijs reduceren tot bezigheidstherapie. Dit rapport van Carl Van Keirsbilck en Ivan Van de Cloot breekt enerzijds een lans voor het frequenter overslaan van een klas in Vlaanderen. Fundamenteel is het detecteren van het niveau van deze kinderen via systematische afname van gestandaardiseerde testen boven niveau. Anderzijds willen de auteurs er ook voor pleiten dat de problematiek van kinderen met een leervoorsprong niet vergeten wordt bij de hervormingsplannen voor het secundair onderwijs.
Rapport

 

"Wat is uitzonderlijke of exceptionele hoogbegaafdheid? Wat hebben deze zeer hoogbegaafden nodig?"

door IHBV 

Het is aannemelijk dat de kenmerken van exceptioneel en uitzonderlijk hoogbegaafde volwassenen in het verlengde liggen van de kenmerken die bekend zijn bij hoogbegaafdheid in het algemeen, maar mogelijk extremer en intenser aanwezig. Hoewel dit als positief dient te worden gezien, kunnen eventuele moeilijkheden die zij hierdoor ondervinden ook groter zijn. Er zijn ons vele voorbeelden bekend van kinderen die niet naar een reguliere school kunnen of juist veel klassen overslaan. Sommige van hen vallen zelfs volledig buiten het schoolsysteem. Het vinden van gelijkgestemden is vaak een uitdaging. Zelfs binnen de groep hoogbegaafden kunnen zij nog het gevoel hebben‘anders’te zijn.
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"Exceptionally and profoundly gifted students: an underserved population"

by Miraca U.M. Gross

Children of IQ 169 appear in the population at a ratio of less than 1:100,000. If an elementary school teacher taught 30 students each year in a professional career of 40 years, the odds against her having such a child in her class are more than 80:1. This is one of many reasons why teachers and schools make such inadequate response to extremely gifted students. We do not have enough practice in dealing with them, we are not informed about such students in our pre-service training, and the very interventions which most benefit these children, such as radical acceleration and full-time ability grouping, are frowned upon.
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"The unique challenges of raising a highly gifted child"

by Justin Smith, M.D.

If your child is identified as highly gifted, you will find that there are many different beliefs and opinions about what you should do for them. There are many things about them that defy logic and common sense. You will feel isolated at times and others will minimize your concerns because “what do you have to worry about?”
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"Profoundly gifted: what defines a profoundly gifted child?"

by Raising Wizards

While giftedness is typically identified by a combination of school grades, intelligence tests, creativity tests, and parent/teacher recognition, one simplified method for determining the difference between levels of giftedness is by comparing IQ scores.
Children with IQ scores between 130 and 144 are considered gifted. Scores between 145 – 154 are considered "very" gifted. Scores of 160 – 179 are classified as exceptionally gifted, and scores over 180 identify the profoundly gifted. But this does not tell the entire story.
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"Exceptionally gifted children: different minds"

by Deirdre V. Lovecky

There is not much differentiation in the literature among the different levels of giftedness. Yet, the child with an IQ of 200 is as discrepant from the child of IQ 150 (3 SD) as the child of IQ 150 is from an average child. Because all gifted children are grouped together in studies of how gifted children differ from average, it is difficult to determine how level of giftedness influences cognitive development.
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"What is highly gifted? Exceptionally gifted? Profoundly gifted? And what does it mean?"

by Carolyn K., director, Hoagies' Gifted Education Page

Old "common wisdom" said that a gifted child would be inherently weak in physical or social / emotional development (or both) - it was considered "a fact" that a strength in one area was offset by a weakness in another. Gifted children were seen as skinny, poor-eye-sighed children. Terman's research back in the 1930's attempted to disprove this "knowledge." He succeeded, but his research methods are now considered questionable. His studies were racist and sexist, and he often "helped" those students who proved the most gifted on his measures. This interference means that his results cannot be accurately determined. More current research continues to support the conclusion that gifted children are not inherently weaker in any other developmental area.
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"The unique vulnerability of profoundly gifted children"

By Jill Williford Wurman

Children who are born with extraordinary intellectual capabilities are, by definition, rare. Most often, they are defined by IQ scores of 130+, which puts them in the top 5% of the population. However, to treat those above 130 as though they are homogenous can be a grave mistake, though an unfortunately frequent one, with serious social consequences for the child.
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"Highly - profoundly gifted:  educational planning for highly to profoundly gifted children"

by The Gifted Development Center

Successful school placements require flexibility to adjust curricula and instruction to meet unique needs. Full-time gifted schools may be a good base of operations; homeschooling offers the most flexible options.
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"Stuck in another dimension: the exceptionally gifted child in school"

by Stephanie S. Tolan

For six years I have tried to educate an exceptionally gifted child in a school system not designed to handle him. As a parent, I've never been able to take our situation as an interesting theoretical problem: mistakes have real, observable and painful consequences for someone for whom I care deeply. I've learned a great deal in these years, and one of the most frustrating things I've learned is that, in spite of the fact that thousands of such children exist today and many thousands have been educated, miseducated, or driven away by our system in the past, each of us confronting the problem is faced with reinventing the wheel.
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"Is it a cheetah?"

by Stephanie S. Tolan

However, schools are to extraordinarily intelligent children what zoos are to cheetahs. Many schools provide a 10 x 12 foot cage, giving the unusual mind no room to get up to speed. Many highly gifted children sit in the classroom the way big cats sit in their cages, dull-eyed and silent. Some, unable to resist the urge from inside even though they can't exercise it, pace the bars, snarl and lash out at their keepers, or throw themselves against the bars until they do themselves damage.
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"Exceptionally gifted children: long-term outcomes of academic acceleration and nonacceleration"

by Miraca U. M. Gross

A 20-year longitudinal study has traced the academic, social, and emotional development of 60 young Australians with IQs of 160 and above. Significant differences have been noted in the young people’s educational status and direction, life satisfaction, social relationships, and self-esteem as a function of the degree of academic acceleration their schools permitted them in childhood and adolescence.
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"Exceptional cognitive ability: the phenotype"

by David Lubinski

Characterizing the outcomes related to the phenotype of exceptional cognitive abilities has been feasible in recent years due to the availability of large samples of intellectually precocious adolescents identified by modern talent searches that have been followed-up longitudinally over multiple decades.
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"Top 1 in 10.000: a 10-year follow-up of the profoundly gifted"

by David Lubinski, Rose Mary Webb, Martha J. Morelock, Camilla Person Bellow

Adolescents identified before the age of 13 (N = 320) as having exceptional mathematical or verbal reasoning abilities (top 1 in 10,000) were tracked over 10 years. They pursued doctoral degrees at rates over 50 times base-rate expectations, with several participants having created noteworthy literary, scientific, or technical products by their early 20s. Early observed distinctions in intellectual strength (viz., quantitative reasoning ability over verbal reasoning ability, and vice versa) predicted sharp differences in their developmental trajectories and occupational pursuits.
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"How to raise a genius"

by Tom Clynes

Article in Nature concerning the long-running study of exceptional children reveals what it takes to produce the scientists who will lead the twenty-first century.
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"Study of mathematically precocious youth after 35 years"

by David Lubinski and Camilla Persson Benbow

This review provides an account of the Study of Mathematically Precocious Youth (SMPY) after 35 years of longitudinal research. Findings from recent 20-year follow-ups from three cohorts, plus 5- or 10-year findings from all five SMPY cohorts (totaling more than 5,000 participants), are presented. SMPY has devoted particular attention to uncovering personal antecedents necessary for the development of exceptional math-science careers and to developing educational interventions to facilitate learning among intellectually precocious youth.
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"Life paths and accomplishments of mathematically precocious males and females four decades later"

by David Lubinski, Camilla P. Benbow, and Harrison J. Kell

Two cohorts of intellectually talented 13-year-olds were identified in the 1970s (1972–1974 and 1976–1978) as being in the top 1% of mathematical reasoning ability (1,037 males, 613 females). About four decades later, data on their careers, accomplishments, psychological well-being, families, and life preferences and priorities were collected. Their accomplishments far exceeded base-rate expectations:
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