Which Of The Following Claims Concerning Gifted Children’S Education Is True?

The education of talented children is often viewed as a challenge, with some believing that it is best in classrooms with less talented students where peer collaboration is more challenging. However, there are concerns about the underidentification of culturally and linguistically diverse gifted and talented students. The IDEA defines gifted and talented children as those whose needs cannot be met in general education classrooms due to their exceptional intellectual development.

In 1993, a report called “National Excellence: A Case for Developing America’s Talent” identified concerns about the underidentification of culturally and linguistically diverse gifted and talented students. Estimates vary, but many believe there are around 3 million students in K-12 classrooms nationwide who could be considered academically gifted and talented.

Gifted children are those who show consistently remarkable performance in educational endeavors and possess superior intellectual ability. In 1994, 92 governments signed the UNESCO Salamanca Statement, proclaimed that every child has a right to education. Gifted children and talented children have advanced natural abilities, and most gifted children have IQ scores of 150 or higher.

To ensure that gifted children perform well at school, it is essential to support and encourage them to use their natural abilities to learn, concentrate, and practice. Being gifted ensures that children will perform well at school, and not all children are gifted in the educational sense.

How do we identify gifted and talented children?

Gifted children often exhibit several common characteristics, including the ability to comprehend material several grade levels above their peers, emotional depth and sensitivity, strong curiosity, enthusiasm for unique interests, a quirky or mature sense of humor, creative problem-solving and imaginative expression, quick information absorption, self-awareness, social awareness, and global awareness. The National Association for Gifted Children lists additional traits of giftedness for parents.

Profoundly gifted children score in the 99. 9th percentile on IQ and achievement tests, demonstrating an exceptionally high level of intellectual prowess. Each gifted student is unique and may present with a mix of these traits or none at all.

Which is true regarding development during middle and late childhood?

Middle and late childhood, spanning from early childhood to adolescence, is a period of significant physical and cognitive development. Children gain greater control over their bodies, mastering gross and fine motor skills that were previously unattainable. Changes in the brain during this age enable physical development, reasoning, and flexibility of thought. School becomes a significant part of middle and late childhood, expanding their world beyond their family. Peer acceptance influences children’s perception of self and may have consequences for emotional development beyond these years.

Physical growth rates are generally slow during this period, with children gaining about 4-6 pounds a year and 2-3 inches per year. They also slim down, gain muscle strength, and lung capacity, allowing them to engage in strenuous physical activity for extended periods. The growth spurt, which begins two years earlier for females than males, typically begins two years earlier for females.

Brain growth occurs during middle/late childhood, with two major spurts: between ages 6 and 8, significant improvements in fine motor skills and eye-hand coordination. Between 10 and 12 years, frontal lobes become more developed, leading to improvements in logic, planning, and memory. Myelination is one factor responsible for these growths, as nerve cells in the association areas of the brain become almost completely myelinated from age 6 to 12. This myelination contributes to increased information processing speed and reaction time, as well as improved memory functioning.

In conclusion, middle and late childhood is a crucial period for physical, cognitive, and emotional development.

Which of the following US children is the most likely to suffer from asthma?

Male children are more likely to have asthma than female children, but this trend reverses in adulthood, with female adults being more likely to have asthma than male adults. Some studies suggest that this reverses due to the effects of testosterone on lung cells, as testosterone, a male sex hormone, has been found to decrease the swelling of the airways in asthma. The National Center for Health Statistics and other organizations have provided data on the burden of pediatric asthma, uncontrolled asthma among children with current asthma, and the economic burden of asthma in the United States from 2008 to 2013.

Additionally, the Centers for Disease Control and Prevention has reported asthma-related missed school days among children aged 5-17 years. The mechanisms driving gender differences in asthma remain unclear, but it is clear that the prevalence of asthma is a significant public health concern.

What is true about language development in children?

A child’s vocabulary expands between the ages of two to six, from about 200 words to over 10, 000 words through fast-mapping. Words are easily learned by making connections between new words and concepts already known. The parts of speech that are learned depend on the language and what is emphasized. Children speaking verb-friendly languages such as Chinese and Japanese tend to learn verbs more readily, while those learning less verb-friendly languages like English need assistance in grammar to master the use of verbs.

Children can repeat words and phrases after hearing them only once or twice, but they do not always understand the meaning of the words or phrases. This is especially true for expressions or figures of speech that are taken literally. Overregularization occurs when children learn the rules of grammar as they learn the language. Some rules are not taught explicitly, and some are intuitively applied.

Often, children apply rules inappropriately at first. However, even after successfully navigating the rule for a while, explicit teaching may cause them to make mistakes they had previously not been making.

For example, two- to three-year-old children may say “I goed there” or “I doed that” as they understand intuitively that adding “ed” to a word means “something I did in the past”. As they hear the correct grammar rule applied by the people around them, they correctly begin saying “I went there” and “I did that”. However, it is common for the developing child to revert back to their original mistake as they overregulate the rule.

What is true about children who are gifted?

Gifted children come from diverse backgrounds and economic backgrounds, but many share common characteristics such as advanced thinking, emotional intensity, self-awareness, curiosity, and excellent memory. Definitions of giftedness vary widely, but they often guide decisions in schools, such as eligibility and criteria for gifted education programs and services. Parents and professionals working with gifted children should understand these definitions to provide appropriate guidance and support for social-emotional development.

State definitions of giftedness vary, with most based on comparisons to peers of the same age or needs not provided by regular classrooms. Some states have specific criteria for gifted identification, such as Illinois, where gifted students are considered gifted and talented if they score in the top 5 locally in language arts and mathematics. However, not all states require school districts to follow the state definition.

What is true about giftedness?

Gifted children come from diverse backgrounds and economic backgrounds, but many share common characteristics such as advanced thinking, emotional intensity, self-awareness, curiosity, and excellent memory. Definitions of giftedness vary widely, but they often guide decisions in schools, such as eligibility and criteria for gifted education programs and services. Parents and professionals working with gifted children should understand these definitions to provide appropriate guidance and support for social-emotional development.

State definitions of giftedness vary, with most based on comparisons to peers of the same age or needs not provided by regular classrooms. Some states have specific criteria for gifted identification, such as Illinois, where gifted students are considered gifted and talented if they score in the top 5 locally in language arts and mathematics. However, not all states require school districts to follow the state definition.

What are the triggers of asthma in education?

It is well documented that asthma episodes in children and adolescents can be triggered by a number of factors, including exposure to dust mites and tobacco smoke. In order to control the symptoms of asthma, it is essential to avoid the triggers and to take the prescribed medications. Although asthma is a prevalent condition, it is treatable. By leveraging current scientific knowledge, it is possible to reduce the incidence of illness and future episodes. For further information on the causes and treatment of asthma, please refer to the Learn How to Control Asthma website.

What is the characteristic of a gifted and talented child?

Gifted children often exhibit several common characteristics, including the ability to comprehend material several grade levels above their peers, emotional depth and sensitivity, strong curiosity, enthusiasm for unique interests, a quirky or mature sense of humor, creative problem-solving and imaginative expression, quick information absorption, self-awareness, social awareness, and global awareness. The National Association for Gifted Children lists additional traits of giftedness for parents.

Profoundly gifted children score in the 99. 9th percentile on IQ and achievement tests, demonstrating an exceptionally high level of intellectual prowess. Each gifted student is unique and may present with a mix of these traits or none at all.

Which child is at greatest risk for asthma?

Infants with low gestational weight and those whose parents smoke during pregnancy and postnatally are at an elevated risk of developing asthma and other respiratory illnesses.

Which statement about language development during middle childhood is true?

The essence of the matter is that the language development of children in the middle childhood period is predominantly shaped by their reflective and analytical approach, which enables them to grasp the complex structures and polysemous meanings of words.

Is true or false the traditional definition of giftedness includes highly creative children?

The conventional conceptualization of giftedness frequently excludes children who demonstrate remarkable creativity, despite their capacity for such abilities.