In theory means it doesn’t really work. At the end of each unit, my students complete independent projects. They present their projects to their classmates and parents. We always ask the students questions at the conclusion of their presentation. One of my questions is always, “What was the most significant thing you learned from …
“In Theory Means It Doesn’t Really Work” – Best Practice -vs- Reality Read More »
Each one of my students holds a special place in my heart – ten years, thousands of students and parents – it’s been a long journey towards understanding in an effort to provide the resources that these children need so desperately. Yet, it’s been those profoundly gifted students who present with social and communicative inadequacies …
Autism –vs- Giftedness: A Neurobiological Perspective Read More »
It’s almost immediately identifiable – the moment a child is put on neurostimulants or, as I like to call them, neurological restraints. Their eyes glaze over, the sparkle in their eyes that once gave them passion now muted. Their response and engagement with their surroundings is now sluggish. It’s as if all their color has …
ADD, ADHD, Neuro-stimulants, and the Gifted Brain Read More »
Thump….Thump….Thump…Thump.Thump.Thump. I can hear my heart pounding. I can HEAR it. Can anyone else hear it? The world around me starts to blur. My thoughts are screaming in my head, but they’re breaking up. A single thought repeats itself incessantly. A million more pile on. Some are only snippets. Some are entire narratives. I’m having …
(Child A) He’s screaming, and we don’t know why. Pick him up; he screams. Put him down; he screams. It never seems to end. He’s not old enough to talk, but we know he’s not okay. He’s not happy. He’s not hungry or tired, but something is wrong. He can’t talk yet. He can’t tell …
Twice Exceptional: Gifted with Sensory Sensitivities Read More »
The CogAT is a group administered cognitive abilities test that assesses verbal, quantitative, and non-verbal abilities. The CogAT is NOT an IQ test; it focuses specifically on reasoning skills that are related to school success.
The Weschler Intelligence Scale for Children – Fifth Edition, or WISC-V, is an individually administered intelligence test, or IQ test, designed for children between the ages of 6 and 16. In total, the test only takes about an hour to administer; however, children may take the WISC-V as a part of a more comprehensive neuro-psychological evaluation which may take several hours.
Schools out! The bell rings, concluding the last day of school, and the students rush towards the buses. Students eagerly share their summer plans with their friends — summer camp, countless trips to the beach, a day trip to an amusement park, endless play dates, perhaps some traveling, and some lazy days at home. Summer …
The Stanford-Binet is an individually administered adaptive intelligence test. While the WISC-V is now the most commonly administered IQ test for children, the Stanford-Binet has been around the longest. It measures five weighted factors in both verbal and nonverbal abilities. The five factors are: knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning.
Palms sweating, heart racing, hands shaking. My thoughts are colliding against one another. I feel like the energizer bunny without his happy spunk. I haven’t taken a good breath in a long while, but I won’t notice this for several hours. I must look as if I’m going crazy. I feel like I’m going crazy. …
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