ERIC Number: ED143453
Record Type: RIE
Publication Date: 1977-Jul
Reference Count: 0
Problems of Intellectually Advanced Children in the Public Schools: Clinical Confirmation of Parents' Perceptions.
Jackson, Nancy Ewald; And Others
This paper reports on data collected during the 7-month pilot operation of a diagnostic and counseling service for intellectually advanced children and their families established in conjunction with a longitudinal study of such children. A summary of data on the first 24 cases handled by the service (involving children aged 3 to 11 years) indicated that parents of intellectually advanced children are legitimately concerned about the lack of appropriate educational options for their children. In most cases, intelligence and achievement test data confirmed parent perceptions of their children as intellectually advanced. Stanford-Binet IQ's showed a mean score of 138, with individual scores ranging from 108 to above the scale limits. Achievement test scores (Peabody Individual Achievement Test) showed a mean overall advance of 3.5 years beyond actual grade level. Parents of the preschool children anticipated problems of boredom and maladjustment, while the most common concern reported by parents of the older children was that the child was frustrated by lack of challenge in school work. Follow-up of these cases has indicated that the service's reports to parents had been useful in facilitating changes in the children's school programs. The provision of more readily available counseling services to parents of intellectually advanced children is recommended. (Author/BF)
Descriptors: Academic Ability, Acceleration, Achievement Tests, Advanced Placement, Advanced Students, Counseling Services, Early Childhood Education, Educational Diagnosis, Exceptional Child Research, Gifted, Intellectual Development, Intelligence Quotient, Longitudinal Studies, Parent Attitudes, Parent School Relationship, Public Schools, Student Motivation, Teacher Attitudes
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.; Ford Foundation, New York, NY.; Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Revised version of paper presented at the Biennial