"Each person has the right to learn and to be challenged to learn at the most appropriate level where growth proceeds most effectively." "Building a community of learners into a community of leaders." The 2011-2012 GATE Brochure is now available. |
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Special Populations
Twice-Exceptional Students
Gifted students with learning disabilities or other special needs have much in common with other gifted students. They typically have an excellent long-term memory and an extensive vocabulary; they easily grasp abstract concepts and thrive on complexity. They may be highly creative, imaginative, and insightful. They may also have much in common with students who have learning disabilities or special needs, such as a poor short-term memory, difficulty with organizational skills, and poor handwriting.
Our gifted education staff members work closely with district intervention specialists and other school personnel to provide the optimal learning opportunities for our twice-exceptional students. It is our task to make sure that both identifications are recorded in both areas; to assure that both identifications are fully considered when making decisions about instructional placements and learning environment; and to provide appropriate interventions and enrichments to meet the needs of these unique students.
Gifted Students with Social and Emotional Needs
Not all gifted students have emotional problems, and when they do, these problems generally resemble those to which other children are prone. However, the Bexley City Schools understand that gifted children sometimes have special emotional needs that come with simply being bright. Unique social and emotional needs can arise within specific populations of gifted children, such as gifted girls, gifted boys, and underachieving gifted students. In Bexley, we believe that it is important for gifted students to have regular interaction, not only with their age peers, but also with peers in terms of intellect and interest. We honor this need by providing opportunities both in and out of the regular classroom setting for gifted students to connect with one another. As needs arise, members of the gifted education staff work closely with teachers, counselors, and other school personnel to ensure the social and emotional well being of our gifted students.