We have been very impressed with the skill level of the Fusion teachers, both to push our son in the areas where he is gifted and to provide access to regular extra sessions to address his learning disability. By filling out this form, I consent to being contacted by a Fusion Academy representative via phone, email, or text with information about the school s.
Calls may be recorded for quality assurance. Personalized Support for Twice-Exceptional and Gifted Students Gifted and twice-exceptional students can often be overlooked in a large classroom. Middle School and High School Enrollment Options Fusion Academy offers both middle school and high school courses for twice-exceptional and gifted students.
Walcoff, Fusion Rockville Parent. Student Success Stories See how a personalized Fusion education changed the lives of these students and their families. Accelerated and Personalized Sylvia Tavernise. See All Student Stories. Mendonca, Ph. The Heifetz Institute was founded by Daniel Heifetz upon the revolutionary educational concept that young musicians can be taught to communicate the emotion of music, beyond mere technical agility and beautiful playing.
Thus, in addition to the intensity and fun! Our Practice Partner Program brings about an opportunity for our full-program students, Artists in Residence, and staff members to serve as mentors to HeifetzPEG students. They also check-in with their PEG students throughout the week in order to make sure they are practicing thoughtfully and effectively.
Please upload three separate videos, clearly labeled, fulfilling the following requirements:. The HeifetzPEG staff takes a team and problem solving based approach to any disruptions a student may experience while at the Institute. If a student experiences difficulties in adjusting to the program or student life, staff members will gather to discuss potential causes and work with the student to generate a solution.
Parents may also be contacted. The Institute will curate supervised evening activities for students, which were a highlight for many participants of our Virtual Institute. Activities will be decided based on student interest and scheduling, and may include everything from trivia to movie nights and online gaming. Most evenings will be filled with concerts to which students are encouraged to attend. Main Program. Communication Training. PEG YouTube. About the Course. Sample Schedule.
In 2nd grade Alex's parents had him tested by a private psychologist who assessed his IQ at Alex attends the same school as Paula, but ironically, because he does not display "gifted behavior" in class, he was not selected for the math pullout program. Children of IQ appear in the population at a ratio of less than , 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 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.
Paula is a moderately gifted student whose school has responded, to some degree at least, to her academic and social needs. Largely as a result of this, her cognitive and affective behaviors are generally positive and are mirrored in almost every "trait list" published in texts on gifted education. Unfortunately, the majority of trait lists concentrates on the positive characteristics of moderately gifted achievers and ignores the negative behaviors often displayed by very highly gifted children whose schools have failed to make appropriate provisions for them.
Alex's failure to display "task commitment," his unwillingness to complete classwork, his extreme dislike of school, and his social rejection by age peers are unlikely to be listed as behavioral traits of gifted students. Exceptionally and profoundly gifted children are children whose capacity to learn is significantly advanced even beyond the average for the intellectually gifted.
It is important to note, however, that we are talking about academic potential rather than school performance. These children are extremely intelligent-their capacity to learn is enormous. Even so, research on the classroom performance of such children suggests that, like Alex, the majority are required to work in the inclusion classroom, at levels several years below their tested ability Hollingworth, , ; Painter, ; Silverman, ; Gross, Indeed, only teachers with special training and qualifications teach children with severe disabilities.
Teachers of hearing impaired and intellectually handicapped children have avoided the temptation to treat their clientele as if they were a homogeneous group. Until some 10 years ago, however, educators and psychologists working with intellectually gifted students were trapped in precisely this mind-set.
We readily acknowledge a distinguishable levels of talent among young people gifted in sports, athletics, music, or dance, out with intellectually able children we developed identification strategies, designated curricula, and established special programs based on the assumption that what worked for moderately gifted students would also work for the extremely gifted. Fortunately, this perception is breaking down, and educators with a special interest in the gifted and talented are beginning to acknowledge tile need to recognize degrees, as well as types, of intellectual giftedness.
Our next task is to raise the awareness of classroom teachers and school administrators. It would be simplistic to define intellectual giftedness solely in terms of IQ scores; nonetheless, the intelligence quotient is a useful index of the relationship and in the case of the gifted child, the discrepancy between mental age and chronological age. Paula, our moderately gifted 9 year old with an IQ of and therefore a mental age of around 12, will be "out of sync" by at least three years before she has even passed through elementary school.
Alex, 12 years old with an IQ of and therefore a mental age of around 20, looks across a chasm of eight years from the level at which he is capable of reasoning to the grade level in which he has been placed on the basis of his chronological age.
The IQ can assist us to understand the fundamental differences in mental processing between moderately and extremely gifted students. Intellectually gifted children can be classified as mildly, moderately, highly, exceptionally, and profoundly gifted. Levels of intellectual giftedness, as defined by IQ ranges, and the prevalence of such children in the population, can be classified as follows:. Several researchers over the last 70 years have proposed that the number of children who score in the extremely high ranges of IQ exceeds the theoretical expectations derived from the normal curve Terman, ; Burt, ; Silverman, ; Gross, Even the most generous over-prediction would affirm that exceptionally and profoundly gifted children comprise a tiny minority even among the gifted.
Although, as discussed earlier, the majority of teachers tend to view gifted students as a fairly homogeneous group, researchers have noticed profound differences between moderately gifted and exceptionally gifted children on almost every cognitive and affective trait that has been studied.
In the realm of intellectual capacity alone, a profoundly gifted child of IQ differs from his or her moderately gifted classmate of IQ to the same degree that the latter differs from an intellectually handicapped child of IQ Even the earliest studies of exceptionally and profoundly gifted children reveal that these children differ strikingly from their age peers in their unusually early acquisition of speech, movement, and reading.
Numerous researchers have noticed the early development of speech, which is typical of even moderately gifted: children. By 13 months Emma had a vocabulary of more than 80 words, including complex words such as flower, sunshine, spaghetti, pineapple, and raining. Before her first birthday she was already linking words into pairs Gross, Adam spoke his first word at 5 months of age and two months later was talking in three-and four-word sentences, regularly producing a running commentary on the grocery items as his mother wheeled him past the shelves in the shopping cart!
The speech of some exceptionally gifted children demonstrates quite remarkable complexity. Ian of IQ knew all the words of "My Grandfather's Clock" by the age of 23 months, and shortly after his second birthday he announced to a family friend, "You know, my father is a mathematician and my mother is a physiotherapist" Gross, A frequent comment by parents of these children is that their children's speech was phonetically clear and grammatically accurate from the earliest months.
The mother of Hadley, also of IQ , notes, "His early speech, which began at the age of 6 months, was very clear and people frequently remarked on this. In fact, his early speech attempts were remarkably accurate, and on the few occasions that Robert or I did correct his pronunciation or his use of a word he seemed to note and apply the correction immediately" Gross, , p.
Nonetheless, it is not unusual for the speech of extremely gifted children to be delayed. The absence of early speech is not therefore, an indication that the child is not highly gifted. However, the very early development of speech, coupled with an unusually speedy progression through the stages of speech development is a strong indicator that the child may well be highly gifted.
The development of movement tends also to arrive early in the extremely gifted, and as with speech, the stages of its progression are unusually accelerated. Emma sat up alone at 4 months of age, stood alone at 7 months and walked upstairs unaided at 11 months Gross, The majority of children in my study were walking independently before the age of 12 months, three months earlier than the norm Gross, Reading, a third and significant source of knowledge acquisition, also tends to develop at remarkably early ages.
Hollingworth also noted that it was the early development of reading which most clearly differentiated exceptionally and profoundly gifted children from the moderately gifted. These scores place them above the 90th percentile on a test standardized on college-bound seniors.
This precocity in speech, movement, and reading among extremely gifted children is not reported merely as a curiosity; it has profound effects on the children's early cognitive and socio-affective development. Both early movement and early speech contribute significantly to the highly gifted child's capacity to acquire and process information and to relate to other people within and outside his or her family.
Through early speech and reading, the young Child has access to an "information bank" normally reserved for children some years older, which may have a lasting effect on her values, attitudes, and interests. Teachers who have such children in their classes in the early years of school are often surprised at their wealth of knowledge on topics that are more usually the province of much older students.
Differences between moderately and extremely gifted children are not, of course, confined to the cognitive domain. Hollingworth defined the IQ range as "socially optimal intelligence. She claimed, however, that above the level of IQ the difference between the exceptionally gifted child and his or her age-mates is so great that it leads to special problems of development which are correlated with social isolation.
These difficulties appear particularly acute at ages 4 through 9 Hollingworth, Janos compared the psychosocial development of 32 children aged with IQs in excess of , with that of 40 age peers of moderately superior intellectual ability.
The findings of Janos emphasized that the social difficulties experienced by this highly gifted group did not stem from a pre-existing emotional disturbance, but rather were caused by the absence of a suitable peer group with whom to relate. There are virtually no points of common experience and common interest between a 6-year-old with a mental age of 6 and a 6-year-old with a mental age of The influence on the gifted student of his or her awareness of being different, and the resultant pressure to underachieve for peer acceptance, can hardly be overestimated.
Research suggests that the more highly gifted the child, the greater becomes the social pressure to moderate his or her achievements Hollingworth, ; Silverman, ; Gross, , Terman and his colleagues observed this even in the first few years of their landmark study of gifted children in California. The child of 8 years with a mentality of 12 or 14 is faced with a situation that is almost inconceivably difficult. In order to adjust normally, such a child has to have an exceptionally well-balanced personality, and has to be well nigh a social genius.
Furthermore, the awareness that one is different from one's age peers can arrive much earlier than is often realized. As Hollingworth noted, social difficulties arising from this can appear as early as 4 years of age.
0コメント