Providing For the Needs of Gifted Children

Many myths are attached pertaining to gifted children. For one thing, they are thought of to suffer from social issues, that they are inept in this regard. The media also contribute to disseminating a certain stereotype towards these children. Television shows and movies would portray them as "nerdy", and even as social misfits. This creates an unlikely image for the gifted, one which is far from accurate. "Genius" used to be term used for the word "gifted". Hearing the word "genius" people would connote something as "bordering on madness", of being "emotionally unstable", of being solitary and a loner, of being unable to make friends.

As they are seen to be "unlike" the others, people would perceive them as being unable to function properly with others. These and many more myths abound with giftedness. It is not surprising that many people have formed an opinion about these individuals before knowing them. This in turn can make it more difficult for gifted children. These children are most apt to not follow the path of their non-gifted peers. Society may then become uncertain about dealing with or catering to them and their needs. There seems to be no real point of reference to draw from in describing or understanding these children.

The gifted belongs to a privileged number and not many people may have actually known or dealt with them personally. So the majority, they derive their perception from what the media portrays. Those in charge of making the laws, running the school boards and even teachers have their minds filtered by the concept of giftedness conveyed by the media. These may leave them being unable to fully understand the gifted, further alienating the latter. Gifted children have special learning needs. Schools ought to devise special programs for them to sustain and cultivate their capabilities. But school authorities who do not have accurate information and understanding of giftedness may not be able to do so.

Rather than basing their knowledge on prejudices, they ought to find broader and more credible information on the issue. From well-founded information concerning the nature of these children, suitable programs and proper curriculum should be formatted. Gifted children should be constantly kept interested. They tend to be endlessly curious and willing to learn. Society and school authorities may have a limited viewpoint of them. As a result, skills and abilities of gifted children are not fully cultivated. In many cases, they may even be hampered. Well-informed and knowledgeable parents and educators ought to do their part for gifted children to be free from being stereotyped and stigmatized.

Children as they are who have special skills and abilities, they are children. As much as everyone else does, they need to feel that they belong despite their "distinctiveness". Only then can they grow to be confident of themselves and eventually their capabilities. And their capabilities can all the more be developed and enhanced. Having been given a "gift", gifted children often have much to offer. Instead of regarding them as "unusual" in an unlikely manner, they ought to be considered as "distinctive" yet human in so many ways.