Losing our minds : gifted children left behind /

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Bibliographic Details
Author / Creator:	Ruf, Deborah L.
Imprint:	Scottsdale, AZ : Great Potential Press, c2005.
Description:	xv, 351 p. ; 23 cm.
Language:	English
Subject:	Gifted children -- Education -- United States. Gifted children -- Identification. Gifted children -- Education. Gifted children -- Identification. United States.
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/6005546

Hidden Bibliographic Details
ISBN:	0910707707 (pbk.)
Notes:	Includes bibliographical references (p. 329-346) and index.

Table of Contents:

Acknowledgments
Preface
Introduction
Part I. What Does it Mean to Be Gifted?
Chapter 1. One Family's Story
A Family Affair
Early School Years
Radical Adjustments
Taking Matters into Our Own Hands
Chapter 2. Issues for Parents
Discovering that the Child Is Different
Positive Feedback
Negative Feedback
Conflicting Feedback
How Parents Learn What to Do
Who Can We Turn To?
Pressure from Others
Misdiagnoses of Medical and Behavioral Issues
Maintaining Modesty as Parents
Loneliness of the Parents
Summary of Parent Issues
Chapter 3. Intellectual Level and Why it Matters
What Is Intelligence?
Background on Exceptional Levels of Giftedness
Who Are the Gifted and How Do We Find Them?
Giftedness According to Test Scores
Understanding the Confusion over IQ Scores
The Intelligence Continuum and Education
How Common Are Gifted Children?
The Assessment Process
Summary of Intellectual Assessment
Part II. Levels of Giftedness
Ruf Estimates of Levels of Giftedness
Early Indicators of Giftedness
Early Indicators of Intellectual Giftedness
Indicators of Uniquely High Ability
Differences between the Levels
Who Are the Subjects of this Book?
How the Information Is Presented
Chapter 4. Level One Gifted: Approximately 90th to 98th Percentiles
The Children
Birth to Two Years
Age Two to Three Years
Age Three to Four Years
Age Four to Five Years
Age Five to Six Years
Age Six to Seven Years
Age Seven to Nine Years
Age Nine and Older
Summary of Level One Gifted
Chapter 5. Level Two Gifted: Approximately 98th and 99th Percentiles
The Children
Birth to Two Years
Age Two to Three Years
Age Three to Four Years
Age Four to Five Years
Age Five to Six Years
Age Six to Seven Years
Age Seven to Nine Years
Age Nine and Older
Summary of Level Two Gifted
Chapter 6. Level Three Gifted: Approximately 98th and 99th Percentiles
The Children
Birth to Two Years
Age Two to Three years
Age Three to Four Years
Age Four to Five Years
Age Five to Six Years
Age Six to Seven Years
Age Seven to Nine Years
Age Nine and Older
Summary of Level Three Gifted
Chapter 7. Level Four Gifted: 99th Percentile
The Children
Birth to Two Years
Age Two to Three Years
Age Three to Four Years
Age Four to Five Years
Age Five to Six Years
Age Six to Seven Years
Age Seven to Nine Years
Age Nine and Older
Summary of Level Four Gifted
Chapter 8. Level Five Gifted: Above the 99th Percentile
The Children
Birth to Two Years
Age Two to Three Years
Age Three to Four Years
Age Four to Five Years
Age Five to Six Years
Age Six to Seven Years
Age Seven to Nine Years
Age Nine and Older
Summary of Level Five Gifted
Part III. Gifted Children, School Issues, and Educational Options
Chapter 9. What These Kids Are Like
Degrees of Compliance and Cooperation
High Demand for Attention in Infancy
Feisty, Independent, and Strong-Willed
Easy-Going and Flexible
Concentration and Attention Span
Schedules and Transitions
Perfectionism
Issues with Authority
Demonstrations of Emotions and Feelings
Affectionate Behavior
Intensities and Sensitivities
Idealism, Compassion, and Sense of Fairness
Asynchrony of Development
Sense of Humor
General Sociability-How They Spend their Time
Social Interaction with Others
Bossiness
Sportsmanship and Competitive Nature
Interests and Approach to Play
Performance and Leadership
Androgyny of Interests and Behaviors
Summary of Gifted Behaviors and Traits
Chapter 10. The Crash Course on Giftedness and the Schools
Why Is There a Problem?
Schools Are Problematic for Gifted Students
The Configuration of School Systems
Age Grouping and the Demise of Ability Grouping
Societal Priorities and Funding
Teachers Are Not Trained to Recognize Individual Differences
Negative Effects of the Same Pace for Everyone
Children Learn to Underachieve
Social and Emotional Ramifications
The Way Gifted Children Are
Gender Differences
Intellectual Differences
Personality Differences
Other Important Factors
Crash Course Summary
Chapter 11. School Years and Ongoing Issues
Schools Resist Making Changes
Social Adaptation Trumps Academic Abilities
They'll Help My Child
Parents Assume that They Can Work with the Schools
Problems for the Gifted in School
Boredom
Abilities Surpass Maturity
Teachers Overlook High Abilities
Behavior Problems
Poor Fit between Some Teachers and Gifted Children
Gifted Students Learn Poor Study Habits
Not Completing or Turning in Homework
Not Showing Enough Effort
Disorganization
Not Paying Attention in Class-Being Distracted and Distractible
Emotional Changes in the Child
Confused Self-Concept
Depression
Loneliness and Feeling Different
Additional Problem Areas
Math
Writing
Summary of School Issues
Chapter 12. Educational Needs for Each Level
General School Placement Goals
Types of Schools
Daycare Centers and Preschool Programs
Type I Schools
Type II Schools
Type III Schools
Type IV Schools
Type V Schools
Educational Options that Work for Gifted Students
Early Entrance
Ability-Grouped Instruction
Differentiated Instruction
Single-Subject Acceleration
Online and Correspondence Courses
Whole-Grade Acceleration
Partial Home Schooling
Full-Time Home Schooling
Full-Time Ability-Grouped Classroom
Tutoring or Mentoring
Summer Institutes and Outside Supplemental Advanced Classes
Radical Acceleration
Advanced Coursework
Concurrent Enrollment
Individualized Approach
Summary
Level One Needs
Early Childhood-Birth to Kindergarten
Early Grade School Years
Middle School Years
High School Years
College Life and Career Planning
Social Life for Level One Children
Level Two Needs
Early Childhood-Birth to Kindergarten
Early Grade School Years
Middle School Years
High School Years
College Life and Career Planning
Social Life for Level Two Children
Level Three Needs
Early Childhood-Birth to Kindergarten
Early Grade School Years
Middle School Years
High School Years
College Life and Career Planning
Social Life for Level Three Children
Level Four Needs
Early Childhood-Birth to Kindergarten
Early Grade School Years
Middle School Years
High School Years
College Life and Career Planning
Social Life for Level Four Children
Level Five Needs
Early Childhood-Birth to Kindergarten
Early Grade School Years
Middle School Years
High School Years
College Life and Career Planning
Social Life for Level Five Children
What Parents Can Do for Level Five Children
Conclusion
Appendix A. Developmental Guidelines for Identifying Gifted Preschoolers
Appendix B. Public School Curriculum Expectations by Grade Levels
Appendix C. Levels of Giftedness for Some Historical Figures
References
Endnotes
Index
Tables and Charts
Chart 1. Standard IQ Score Ranges for the Levels
Table 1. Level One Children's Data
Table 2. Level Two Children's Data
Table 3. Level Three Children's Data
Table 4. Level Four Children's Data
Table 5. Level Five Children's Data

Losing our minds : gifted children left behind /

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