Parent Resources for Gifted Students

These and other myths prevent our country from appropriately educating millions of advanced students. NAGC compiled a list of the most prevalent myths in gifted education with evidence rebutting each of them. This list was developed from a longer list of myths explored in a special of Gifted Child Quarterly (GCQ) in the Fall of 2009. NAGC Members can read the full issue of GCQ via the SAGE website

Each child has strengths in certain areas, whether in math; language arts; physical, natural, and social sciences; music; visual and performing arts; leadership; athletics; philanthropy; or some other field. To help bright children discover what they do best, we need to help them explore their interests and abilities.

Cada niño tiene capacidades en ciertas áreas, ya sea en las matemáticas, lengua y literatura, ciencias formales, naturales y sociales, música, artes visuales y escénicas, liderazgo, atletismo, filantropía o algún otro campo. Para ayudar a los niños dotados a descubrir sus talentos excepcionales, hay que explorar sus intereses y habilidades.

As COVID-19 forces us to face new norms like social distancing, remote learning, and shelter-inplace orders, gifted children may exhibit increased anxiety, sadness, intense feelings, and out-of-theordinary behavior.

El COVID-19 nos obliga a adaptarnos a nuevas normas como el distanciamiento social, la educación a distancia y el encierro. Ante esto, los/as niños/as y adolescentes superdotados pueden experimentar un aumento de ansiedad, tristeza, emociones intensas y comportamientos fuera de lo común.