Giftedness: avenues to promote the development of the full potential of gifted students

Presented in the context of the International Congress on Learning Disabilities, this article addresses the subject of the impact of giftedness on students and suggests ways to support them and promote their full development.

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On March 21, 22 and 23, the international congress on learning disabilities was held. Presented by the Institute for Learning Disorders, formerly AQETA, more than 1,400 delegates took part in conferences, workshops and dinner talks with a common goal: to better equip themselves to soften the daily lives of people living with challenges. related to learning disabilities.

One of the themes of the congress was that of giftedness. After realizing what high potential is in a first article on this subject, let's discuss the impacts on students and the means to promote their full development.

What are the impacts of giftedness on the educational progress of young people?

Officially representing about 2 % of the population, it is considered that there would be an even greater proportion of children with giftedness, because currently, it is often when people face difficulties at some point in their life. that the diagnosis is established. Parents who consult for their gifted child may also find that they too have giftedness.

A gifted youth may experience certain difficulties in class, including isolation, loneliness, misdiagnosis, boredom in class, rejection of routine, avoidance of effort, lack of learning methods, loss of academic motivation, or even dropping out of school. Psychologically, these children may experience anxiety, including performance anxiety, a feeling of difference from others, as well as mental health issues, which could lead to suicide.

“It is not enough to have a high level of language, an exceptional memory and a high power of abstraction to obtain good academic results. It is still necessary that the child has the chance to benefit from filters which favor the emergence of skills ”- Brigitte Vuille & Marc Sieber, Swiss Journal of Specialized Education (2013)

Possible solutions to support these young people

First of all, it is important to mention that the development of the potential of children with gifted traits is influenced on the one hand by the genetic legacy of their parents, and on the other hand by the environment in which they evolve. For example, if a child has great artistic potential, but it is never called upon, he will never be able to express it to its full potential. It is the same with each of the 6 domains associated with giftedness. This clearly demonstrates the relevance of offering varied, authentic and open learning opportunities to students.

Source: Presentation In the land of MultiHP: HP / DYSHP / TDAHP, Céline Leroux-Chemla, Psychologist

In Quebec, there are few recognized resources for children with giftedness. It is still possible to put some things in place to promote the development of the latter:

  • Promote self-taught, free projects;
  • Allow more autonomy;
  • Promote multitasking;
  • Avoid repetitions;
  • Provide higher level material in its high potential field;
  • Give the role of “assistants” once the work is finished to help the comrades;
  • Offer the possibility of studying certain subjects in greater depth;
  • Allow the use of a digital tool to create or deepen knowledge;
  • Allow participation in school projects during school hours (student council, student radio, chess club, tutoring, library help, etc.)
  • Etc.

Speaking of digital tools

I asked the community of “cool teachers” on Twitter to share their tips about their students standing out from the rest of the group. The answers proposed are very interesting and give good ideas to put in place.

For thought

What if we considered chaqa pupil as gifted in his own way? What if we used the universal learning design in order to meet the needs and potentials of eachcun? We might have part of the answer to fostering the growth mentality and the desire to learn throughout life, for all students, whether they are neurotypical, gifted or have learning disabilities.

For further

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About the Author

Julie R.-Bordeleau
Julie R.-Bordeleau
Former teacher and mother of a military family of 4 boys, Julie R-Bordeleau is an alternative learning guide and author. She loves discovering new educational and holistic resources and approaches that allow her clients to learn and develop in different ways, depending on their needs. Its website, its newsletter and its services are dedicated to adults who are changing the world in their own way, whether they are parents-educators, parents or professionals.

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