Belonging – A place of sanctuary

Image Jo Freitag

Image Jo Freitag

Sprite’s Site is a place of sanctuary for many:

  • Lobsters holding their Lobsterfest without fear of the Wicked Lemon Wedges
  • Pumpkins hiding from the Halloween carvers
  • Outfora Duck escaping the humiliation of cricket matches
  • Twitter Birds setting up bowers where they can gather to discuss topics of their own choosing
  • The Topiary Tessellation Bird Leaf Tree Octopus (Octopus Topiarii) because at least there are some at Sprite’s Site with sufficient imagination to acknowledge him
  • Thinks He’s Alien Black Dog because he can find others there (like Sprite  and Retweet)  who also feel at times as if they are an alien who has been abandoned on this planet or have sufficient imagination (like Imaginational Dabrowski) to guess how he might be feeling.

Everyone needs a place of sanctuary – a place where they feel as if they belong and are understood. It is a basic need.

Gifted people are no exception. They have the same need to ‘find their tribe’, find their peers, find their place of sanctuary. But it can be harder for them to do it.

Exceptionally and profoundly gifted students are unlikely to find another student like themselves in their own classroom unless it is a selected entry gifted class.

It is one of the most compelling reasons for acceleration https://spritessite.wordpress.com/2014/01/15/columbus-cheetah-myth-buster-myth-6/

http://www.accelerationinstitute.org/

It is a powerful reason for grouping gifted students together.

It is the reason Dr Karen Rogers says “Gifted and talented students should spend the majority of their school day with others of similar abilities and interests”
She has written articles about the grouping of gifted students which can be read at

http://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/rbdm9102.pdf http://www.davidsongifted.org/Search-Database/entry/A10173

And Prof Miraca Gross emphasises the social emotional importance of finding a true friend who can be a sure shelter and share at a deep level and that the likeliness of this happening is greater if the student has been accelerated http://www.sengifted.org/archives/articles/play-partner-or-sure-shelter-what-gifted-children-look-for-in-friendship

Belonging is the theme for the 2016 New Zealand Gifted Awareness Week Blog Tour.

Every year folk from Sprite’s Site go down to the beach to wave ‘across the ditch’ to New Zealand and wish them well for Gifted Awareness Week.
To read about Sprite’s Site involvement in previous blog tours see https://spritessite.wordpress.com/tag/gifted-awareness-week-new-zealand/

To read all the posts on this year’s tour go to http://nzcge.co.nz/blogtour

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Flocks and Shoes

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Image Jo Freitag

The Gifted Homeschoolers Forum January 2016 blog hop has the theme ‘Educating gifted children: The many ways we approach their learning’

In about two weeks Victorian students will begin the 2016 school year.
Choosing a school is always a big decision; but it is even more complex when choosing an education method for gifted children.
Considerations include:
*type of education- public school, private school, religion based school, alternative philosophies, Montessori style, Reggio Emilia, homeschooling
*ease of travel to school
*what specific provisions are made for gifted students? Is early entry / acceleration an option? What enrichment opportunities do they offer? Are the provisions offered full time or a once a week extra?

A list from the Davidson Institute of suggested questions to ask prospective schools can be found at http://www.davidsongifted.org/db/Articles_id_10403.aspx

Information about acceleration can be found at Acceleration Institute http://www.accelerationinstitute.org/

For the folk at Sprite’s Site the search for an ideal education can be expressed as Flocks and Shoes

choosingflocks

Image Jo Freitag

The Tweet Family

The Tweet family worked through these questions with the help of the Psych-Owl-Ogist in 2012
https://spritessite.wordpress.com/2012/07/17/finding-the-right-flock/
https://spritessite.wordpress.com/2012/07/27/finding-the-right-flock-2/
https://spritessite.wordpress.com/2012/08/18/finding-the-right-flock-3/
They eventually decided to continue their NEST Ed (Nest Education System of Training) program despite the challenges associated with that choice
https://spritessite.wordpress.com/2013/03/11/socialization/
https://spritessite.wordpress.com/2013/03/14/socialization-2/
https://spritessite.wordpress.com/2013/03/16/qualified-to-teach/

choosingshoes

Image Jo Freitag

Sprite
We have been on a quest with the help of Dr Ed Needs the (fictional) Education Consultant to find the ideal education for 2E Twice exceptional student Sprite within the school system, supplemented by extra activities and holiday programs.
We also found Paula, the Physicist to be a mentor for her.

We are using De Bono’s 6 Action shoes as the tool for planning and we road test them on Gagne’s DMGT (Differentiation Model of Giftedness and Talent) road from innate giftedness to fully developed talent.
This has been our experience with the various types of education represented by the shoes
Orange gumboots https://spritessite.wordpress.com/2012/09/15/orange-gumboots/

Pink slippers https://spritessite.wordpress.com/2012/09/19/pink-slippers/

Grey sneakers https://spritessite.wordpress.com/2012/09/28/grey-sneakers/

Blue formal shoes https://spritessite.wordpress.com/2012/10/02/blue-formal-shoes/

Purple riding boots https://spritessite.wordpress.com/2012/10/04/purple-riding-boots/

Brown brogues https://spritessite.wordpress.com/2012/10/07/brown-brogues/

More shoes https://spritessite.wordpress.com/2012/10/12/more-shoes/

One size shoe cover system https://spritessite.wordpress.com/2014/02/11/de-bonos-6-action-shoes-9-one-size-shoe-cover-system/

Plaster cast https://spritessite.wordpress.com/2011/02/12/casting-sprites-education-in-a-new-form-part-1/

It is also sometimes necessary to employ the strategies of S.C.A.M.P.E.R. in order to modify teaching methods for Sprite.

Every year we hope that the provisions which have been recommended and adopted in the previous year will continue but in the past we have often found that situations change and the measures had to be re-evaluated.

So until this year’s provisions for Sprite are settled she is wearing one orange gumboot representing stop gap measures to cater for her giftedness and a walker boot representing stop gap measures to cater for her difficulties.

This is a post for the Gifted Homeschoolers Forum January 2016 blog hop
Educating gifted children: The many ways we approach their learning
To read more posts please visit http://giftedhomeschoolers.org/blog-hops/educating-gifted-children-the-many-ways-we-approach-their-learning/ 

ghfhopjan16logosm

Image Tara Hernandez

Asking for Help – A Guest Expert Panel Q&A session

Image Jo Freitag

Image Jo Freitag

The Hoagies’ Gifted Blog Hop for October 2015 looks at How and When to Ask For Help
www.HoagiesGifted.org/blog_hop_asking_for_help.htm

Who can help gifted and 2E students and how and when should we seek help?
From school administrators, teachers and coaches, mentors and leaders? From counsellors or therapists? From state &/or federal government? From humankind? From the Universe? From family and friends and other members of the gifted community? Who helps or has helped you and how? How did you seek them or reach them or find them? What difference did it make?

To address these questions we have assembled a panel of experts from Sprite’s Site.
Paula, the Physicist, will answer questions about the role of a mentor.
Dr. Ed Needs, the Education Consultant, will be joining the session via Skype.
Columbus Cheetah will speak about the myths surrounding gifted and 2E students.
The Psych-Owl-Ogist will address issues relating to identification and testing and social/emotional issues.
Twitter Bird Retweet, mother of gifted tweetlets, will speak about the support available from Parent Support Groups.
A representative from the government was invited but sent a note of apology and referred the audience to their website.
Intellectual Dabrowski was not one of the invited experts but offered to share his extensive knowledge.

The format will be Question and Answer to preselected questions.
At the end of the session the audience will have an opportunity to ask their questions in the Comments section at the end of this post.

Question 1: How can you identify gifted students and where can you go for testing?
Psych-Owl-Ogist: There are checklists which can be completed by teachers and parents and various other ways of recording observations which can help to identify gifted students.
However if you need an I.Q. test administered you need to find a psychologist or education consultant who is qualified and registered to administer the test. And it is important to choose a person who specialises in working with gifted people.
The main tests are the Stanford Binet and the WISC. For articles and discussions about the comparisons between these and other tests see http://www.hoagiesgifted.org/identification.htm 
http://www.hoagiesgifted.org/testing.htm

Dr Ed Needs: Some education consultants are also qualified and registered to administer these tests as well as academic achievement level testing. They can also give testing to show areas of strength/weakness and detect possible learning difficulties and give the necessary recommendations, therapy and support.

Intellectual Dabrowski: If you are looking for psychologists and education consultants in Australia who have a special interest in giftedness see Gifted Resources list at http://www.giftedresources.org/gr/psychedcons.htm

Question 2 (To Retweet): Where have you found helpful advice for raising your gifted tweetlets?

Retweet: The Psych-Owl-Ogist tested the tweetlets and gave us helpful advice about social emotional issues. And he helped us work through decisions about our parenting.
I have also found that joining a parent support group for parents of gifted tweetlets has been helpful because I am able to discuss things with those parents which most of my friends and even some of the members of our extended family do not understand.
Since we decided to continue NEST Ed rather than sending the tweetlets to fly with the local flock we have found much helpful information from Gifted Homeschoolers Forum
and from the local NEST Ed group.

Intellectual Dabrowski: For more information about Parenting and Parent Groups see
http://www.hoagiesgifted.org/parenting.htm
http://giftedparentingsupport.blogspot.com.au/

Question 3: I have been told that acceleration is harmful for gifted students. What does the panel think about this?

Columbus Cheetah: I will answer that question. It is one of the myths about giftedness that acceleration is harmful for gifted students. I discuss this and other myths about giftedness on Gifted Resources website at http://www.giftedresources.org/gr/columbuscheetah.htm

Intellectual Dabrowski: For more information about Acceleration and the Iowa Acceleration Scales see http://www.accelerationinstitute.org/
http://www.hoagiesgifted.org/acceleration.htm
http://www.hoagiesgifted.org/blog_hop_acceleration.htm

Question 4 (To Paula): Paula, you are a Physicist and a Mentor for Sprite. How are you able to assist Sprite in your role as mentor?

Paula: Like Sprite I am twice exceptional. I have overcome the same learning difficulties that Sprite has and have earned tertiary degrees. I also share a love of astronomy with Sprite. So I am able to relate to her and understand her areas of interest and the struggles she has. Often I can offer advice from my own experience. Also I am a person who is not her parent or teacher so sometimes she finds it easier to confide in me.
As a 2E student Sprite sometimes needs special provisions, accommodations or concessions but is often embarrassed by the need to ask for help.
I know that Sprite finds it difficult to ask for help and I am encouraging her to ask for and accept the help she needs. I am also trying to help her overcome the negative effects of perfectionism while retaining the positive aspects of it

Intellectual Dabrowski: More information about mentors  http://www.hoagiesgifted.org/mentors.htm 

Question 5 (To all panel members): Do you have a role as an advocate to help the gifted?
Paula: Whenever you speak up to increase awareness or explain issues you are acting as an advocate. Sometimes I speak to groups such as this about the characteristics and social emotional issues associated with gifted and 2E students and my role as a mentor.

Dr Ed Needs: I advocate for gifted and 2E students by giving recommendations for the educational provisions they need. Sometimes this involves being present as an advocate for the student during parent/teacher meetings. I also speak at conferences and write articles which are widely distributed.
One of the most important ways I act as an advocate is by giving parents and guardians the information, support and encouragement they need to advocate for their children.
And I also encourage the students to advocate for themselves and request the provisions they need in a respectful manner.

Columbus Cheetah: I act as a Myth Buster and as an advocate for acceleration, appropriate education in terms of pace, level, depth and breadth and for time spent with true peers rather than age peers.

Psych-Owl-Ogist: My advocacy is very similar in form to that of my esteemed colleague Dr Ed Needs.

Retweet: I allow my story to be told in the hope that it will help others who are in the same situation as me.

Intellectual Dabrowski: For more information about advocacy read

https://spritessite.wordpress.com/2014/09/29/advocacy-just-ask-sprite-and-co/

https://spritessite.wordpress.com/2012/07/11/advocacy/

https://spritessite.wordpress.com/2012/08/10/advocacy-2/

http://www.hoagiesgifted.org/blog_hop_gifted_advocacy.htm

This is a post for the Hoagies’ Gifted Blog Hop for October 2015 How and When to Ask For Help.

To read more about this topic please visit
www.HoagiesGifted.org/blog_hop_asking_for_help.htm

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The G word

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“Why is Columbus Cheetah sitting on the chair in the Naughty Corner?” I asked Sprite.  “Black Dog  put him there” she replied. “He said Columbus was using naughty words and needed to sit in the corner and think about it. But I don’t know what he said that was naughty. He didn’t say the F word, or the S word, or the B word!”

“What did he say?” I asked.

“Columbus was talking to Intellectual Dabrowski  about my education plan for next term.” Sprite said. “Columbus said that even though I have some learning difficulties I am gifted and should be given acceleration opportunities.

Then Leaping Attack Black Dog suddenly pounced on him and dragged him off to the Naughty Chair and now Guard on Duty Black Dog is sitting there and not letting him move out of the corner!”

I knew that Sprite often used stories about Columbus Cheetah and the overexcitable Dabrowski Dogs and the depression causing Black Dogs to express her concerns.
So I was anxious to find out more about the background to this particular story.

“Tell me what happened” I said.
“Columbus and the Dabrowski Dogs were talking about my education plan for next term (except Psycho Motor who was outside chasing butterflies and Sensual who was having a Lavender Lathers grooming parlour session).
Intellectual was discussing the definitions of giftedness and the levels of giftedness on different scales and whether ‘Gifted’ was really the best word to use and he and Columbus were talking about the Hoagies May Blog Hop about “Using the G word” and all the posts which can be read at http://www.hoagiesgifted.org/blog_hop_the_g_word.htm

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“I tuned out after a while and talked to Imaginational who was suggesting all sorts of great sounding programs and provisions.
Imaginational was saying it would be great if I could have either a De Bono Brown Brogues – Do the Most Sensible Thing program
Brown brogues https://spritessite.wordpress.com/2012/10/07/brown-brogues/
or a De Bono Grey Sneakers – PBL Investigations program
Grey sneakers https://spritessite.wordpress.com/2012/09/28/grey-sneakers/
with contact with a mentor for astronomy
Purple riding boots https://spritessite.wordpress.com/2012/10/04/purple-riding-boots/
and help and support in the areas I need it.
Plaster cast https://spritessite.wordpress.com/2011/02/12/casting-sprites-education-in-a-new-form-part-1/
He said it even said in the Iowa Acceleration Scales manual that students should not be denied acceleration only on account of learning difficulties.” http://www.accelerationinstitute.org/resources/ias.aspx

“Intellectual snorted and said that would happen when the porcine aeronauts arrived and that my school was locked into their paper shoe covers system because they were saying all their students were gifted.”
https://spritessite.wordpress.com/2014/02/11/de-bonos-6-action-shoes-9-one-size-shoe-cover-system/

Then the Pair O Noids arrived and said that it was not politically correct to say one student was gifted unless you said everyone was gifted.”

“So Columbus Cheetah got really upset and said that obviously people were not taking any notice of his myth busting efforts; http://www.giftedresources.org/gr/columbuscheetah.htm
and that it was just not true that everybody was gifted; in the same way as it was not true that nobody was gifted!
Hadn’t anybody been listening when he presented ample evidence that although every student was precious and every student had areas of relative strength, every student was not academically gifted?
Hadn’t they been listening when he said that all students need excellent education but gifted students need an education which suits their needs?”

columbusgroupdef

“Emotional Dabrowski started howling in sympathy and then Black Dog arrived!”

“Why do you think Black Dog attacked Columbus rather than you?” I asked.

“Well,” said Sprite. “I think it was because Imaginational and I were happy discussing possible programs that would be really great.
But I can only have a limited amount of influence into whether the good things can be made to happen. I need people to advocate for me as well.”

“ And when Intellectual was being cynical and the Pair O’Noids were being paranoid  it made Columbus wonder whether his myth busting was ever going to be completely successful.
And then Emotional started howling in sympathy and then the Black Dogs turned up.”

“Your have shown me a few things I can do to overcome the Black dogs.
(Read all about the Black dogs in the Youblisher booklet Sprite and Black Dog http://www.youblisher.com/p/10553-Sprite-and-Black-Dog/ )
And anyway I was feeling happy because Imaginational said that I could hope for good programs.”

“But it must be very disheartening to keep advocating for gifted and 2E students and giving the same message for years on end and still finding that attitudes are not changing! “
“In a way I suppose the Black Dogs were also trying to get at me by attacking Columbus; because if he gets too disheartened he might stop advocating and then I certainly wouldn’t get good provisions and I would get depressed too!”

Columbus Cheetah, Myth Buster – Myth 6

In line with his New Year resolution, that in 2014 he will increase his efforts to bust the myths surrounding giftedness and advocate for acceleration and ability grouping opportunities for gifted students, and in preparation for a webinar and Global GT chat on Twitter for the next two weeks, Columbus Cheetah is updating his myth busting presentations.

Columbus Cheetah’s discussion of the myths surrounding giftedness are based in his own brand of cheetah logic and the wonderful analogy of the cheetah to the gifted person given in Stephanie Tolan’s wonderful article ‘Is it a Cheetah?’
http://www.stephanietolan.com/is_it_a_cheetah.htm

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This is a myth which particularly concerns Columbus Cheetah.
It is used to argue against accelerating gifted students on the grounds that either
a) it will be detrimental to the flow of the student’s learning or
b) it will have negative social effects on the student

Columbus Cheetah is very eager to advocate for gifted students to be able to learn at a suitable LEVEL and PACE and to have the opportunity to spend time with their TRUE PEERS who may not be the same age as themselves.

Acceleration is an educational intervention that moves students through an educational program at a faster than usual rate or younger than typical age.
Acceleration means matching the level, complexity and pace of the curriculum with the readiness and motivation of the student.

colombusmb06b

In order for students to be engaged in their learning it is important to pitch the teaching at what Dr Katherine Hoekman would call ‘the eyebrow wrinkle level’ of challenge – possible to attain with effort – but neither impossibly difficult nor far too easy.
http://www.positivedisintegration.com/Hoekman1999.pdf

Professor Mihalyi Csikszentmihalyi’s work, Flow: The Psychology of Optimal Experience, notes that people are happiest when they are in a state of flow when they are completely absorbed in the activity at hand and nothing else seems to matter. For the state of flow to occur the challenge of the task and the ability of the performer need to be matched. The task should be neither too easy nor much too difficult.
You can listen to the TED talk at http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html

For gifted students to find that eyebrow crinkle level or state of flow they may need to be given acceleration.

This could take the form of early entry, year or stage level advancement, subject level advancement, dual enrolment, curriculum compacting or telescoping, correspondence courses or extra-curricular programs or mentoring.

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Regarding pace Columbus Cheetah says this myth can be busted using similar methods of observation of the cheetah’s running gait, physics and common sense as were used for busting Myth 5.

The cheetah is the world’s fastest land mammal. It can accelerate from zero to 40 mph in three strides and to full speed of 70 mph in three seconds. As the cheetah runs, only one foot at a time touches the ground. There are two points, in its 20 to 25 foot (7-8 metres) stride when no feet touch the ground, as they are fully extended and then totally doubled up. Nearing full speed, the cheetah is running at about 3 strides per second

Slow motion of cheetah running from National Geographic
http://animals.nationalgeographic.com.au/animals/mammals/cheetah/

Note those two points when the cheetah has no feet touching the ground.
Not only do gifted students learn at a faster pace they also often make great leaps in understanding by seeing the implications of the facts or by associating knowledge from several fields

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One of the main concerns about acceleration is that the student could
have social problems because of being with a group of older students.

Dr Karen Rogers says “Gifted and talented students should spend the majority of
their school day with others of similar abilities and interests”

And Prof Miraca Gross emphasises the importance of finding a true friend who
can be a sure shelter and share at a deep level and that the likeliness of this
happening is greater if the student has been accelerated http://www.sengifted.org/archives/articles/play-partner-or-sure-shelter-what-gifted-children-look-for-in-friendship

colombusmb06c

If there is doubt about whether a student is a suitable candidate for acceleration working through the Iowa Acceleration Scales will give a helpful conservative indicator score.

Iowa Acceleration Scale Manual: A Guide for Whole –Grade Acceleration K-8
The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
Susan Assouline Ph.D., Nicholas Colangelo Ph.D., Ann Lupkowski-Shoplik Ph.D., Jonathan Lipscomb B.A., Leslie Forstadt B.A
Published by Great Potential Press
http://www.accelerationinstitute.org/Resources/IAS.aspx

You can read more about acceleration at
http://www.templeton.org/pdfs/funding_areas/10112_Final_Rpt_Bibliography.pdf

Hoagies Gifted Education Page http://www.hoagiesgifted.org/acceleration.htm

Policy and implementation strategies for the education of gifted and talented students
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppacc.pdf

Finding the Right Flock 2

Great Aunt Hashtag had gone home and the Psych Owl Ogist ordered take-away food so that hunger would not distract them and settled in for further discussion about how to find the right flock for the gifted Tweetlets. He ordered Fried Mice for himself, Wormburgers for the Tweets and Tweetil and a seed heart for Tweetelle.

“First of all I have to say” said the Psych Owl Ogist “YMMV!”

“Why what?” asked Tweet.

“YMMV, my good man – Your Mileage May Vary”

“You will hear lots of advice and suggestions. Listen to all of it and weight it up carefully and come to your own conclusions. Because a particular flock was suitable for some does not necessarily mean it will suit others.”

“But don’t be too quick to reject suggestions either because often variations can be found or potential barriers removed.”

“For example you rejected Fine Feathers without further consideration because of the cost. It could be possible to get a full or partial scholarship and work some overtime to cover the fees if you felt strongly that it would be the best flock for the Tweetlets.”

“And Retweet rejected all Local Flocks on the basis of the one she saw.
But Local Flocks vary a great deal and some can be excellent for gifted Tweetlets.
You need to visit many of them and ask them the questions. Also join a support group for parents of gifted Tweetlets and find out which flocks the members recommend. Some flocks are happy to accept early entry of gifted Tweetlets.”

“Some Flocks will have programs for groups of gifted Tweetlets or occasionally join with other flocks for special activities and excursions.
Some will offer Vertical Timetabling, Differentiation, Withdrawal classes or Dual enrolment.
Make sure that the Tweetlets with be given suitable teaching in their regular classes every day. They are not only gifted between 2.00-3.00 pm on Tuesday!”

“Check whether they are open to accelerating the Tweetlets to a higher class either full time or for some subjects and if they would use the Iowa Acceleration Scales”

Iowa Acceleration Scale Manual: A Guide for Whole –Grade Acceleration K-8
The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
Susan Assouline Ph.D., Nicholas Colangelo Ph.D., Ann Lupkowski-Shoplik Ph.D., Jonathan Lipscomb B.A., Leslie Forstadt B.A
Published by Great Potential Press
http://www.accelerationinstitute.org/Resources/IAS.aspx

New Zealand Gifted Awareness Week 2012 – TBA Post 4 Part 2

I am very happy to be participating in the New Zealand Gifted Awareness Week blog tour again this year.
For news of the events to be held during New Zealand Gifted Awareness Week 2012 see http://www.giftednz.org.nz/awareness.html
and for links to all the posts for the blog tour see http://ultranet.giftededucation.org.nz/WebSpace/696/

This is Part 2 of my post on the topic TBA

While Echidna and Kiwi were inspecting Sally-Anne McCormack’s book Stomp out the ANTs Columbus Cheetah took the opportunity to present me with information in the form of Books (B) and Articles (A) about the giftedness related topic closest to his heart – Acceleration (A)

Columbus Cheetah’s choice Books
Radical Acceleration of Highly Gifted Children: An annotated bibliography of international research on highly gifted children who graduate from high school three or more years early by Miraca U.M. Gross PhD and Helen E. van Vliet MBBS M.Teach. Supported by a 2001 grant from the John Templeton Foundation
Published by Gifted Education Research, Resource and Information Centre, The University of New South Wales, Sydney Australia.

Twitter Bird link find of the complete book as a PDF file http://www.templeton.org/pdfs/funding_areas/10112_Final_Rpt_Bibliography.pdf

Iowa Acceleration Scale Manual: A Guide for Whole –Grade Acceleration K-8
The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
Susan Assouline Ph.D., Nicholas Colangelo Ph.D., Ann Lupkowski-Shoplik Ph.D., Jonathan Lipscomb B.A., Leslie Forstadt B.A
Published by Great Potential Press
http://www.accelerationinstitute.org/Resources/IAS.aspx

Columbus Cheetah’s favourite articles about Acceleration included several by Lynne Mackenzie-Sykes which he found in the files of articles and the collections of conference handouts in the Gifted Resources library.

Acceleration: an expanded vision c. 1996 Lynne Mackenzie-Sykes

Acceleration: Real-life perspectives Presented to The 12th World Conference of the World Council for Gifted and Talented Children – Connecting the Gifted Community Worldwide Seattle, Washington July 29- August 2, 1997

Acceleration: Real-life perspectives Presented to Maroondah Gifted Children’s Parents’ Assoc on Tuesday 10 October 2000

The Twitter Birds found this one online
http://www.world-gifted.org/sites/default/files/wg-21(1).pdf

I also found a photo of Jennifer Grant reading those articles when she was considering the education of the eldest of her children. Jennifer now speaks to parents and teachers about ‘The Advocacy Journey’ which covers the provisions used for meeting the needs of her exceptionally gifted children ranging from early entry, through enrichment, enhancement and extension to acceleration, radical acceleration, dual enrolment, gifted programs and holiday programs, outside school activities and groups such as choirs and scout groups.

The Twitter Birds found great collections of articles about acceleration at

Les Links Livebinders http://www.livebinders.com/play/play_or_edit?id=218888
Hoagies Gifted Education Page http://www.hoagiesgifted.org/acceleration.htm

Having presented his selection of resources, Columbus Cheetah was eager to move on.
“Can we go down to the beach and wave now?” he asked
I will admit the idea was very tempting; but Intellectual Dabrowski was giving me the working dog stare and reminding me of the text which I had read only a few hours before
It is better not to make a vow than to make one and not fulfil it. Ecclesiastes 5:5 (NIV)
“Not yet” I said “I still have to write about Twice Exceptional Gifted Students. That will be the theme of the next post.”