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00:00:00 --> 00:00:05 Welcome to Your Morning Boost, your daily leadership advice to help you lead your school community.
00:00:05 --> 00:00:09 Brought to you by AWB Education and sponsored by Grundmeyer Leader Services,
00:00:10 --> 00:00:14 where together we are transforming education, one leader at a time.
00:00:14 --> 00:00:18 Now here's your host, Adam Bush. Good morning, school leaders,
00:00:18 --> 00:00:21 and welcome to Your Morning Boost from AWB Education.
00:00:21 --> 00:00:26 I am thrilled to start our week with a thought-provoking discussion about gifted
00:00:26 --> 00:00:30 education. Today, we're diving into an article by Phoebe Patterson,
00:00:30 --> 00:00:36 which is entitled Giftedness Conceptualized as Neurodiversity and Considerations for Advocacy.
00:00:36 --> 00:00:41 Now, this is from the Parenting for High Potential Journal from the December 2022 edition.
00:00:41 --> 00:00:45 Now, this article offers a fresh perspective on how we understand and advocate
00:00:45 --> 00:00:47 for our gifted students.
00:00:47 --> 00:00:51 Now, this topic is particularly close to my heart. I remember working with a
00:00:51 --> 00:00:53 gifted student years ago.
00:00:53 --> 00:00:56 Her name was Sarah. She was incredibly bright, uniquely talented,
00:00:56 --> 00:01:00 but she struggled with focus in a traditional classroom setting.
00:01:00 --> 00:01:04 It really wasn't until we recognized her unique learning style and provided
00:01:04 --> 00:01:06 differentiated instruction that she truly blossomed.
00:01:06 --> 00:01:10 This experience solidified my belief in the importance of understanding and
00:01:10 --> 00:01:14 supporting the neurodiversity of gifted learners within our school districts.
00:01:14 --> 00:01:18 Now, Patterson's article highlights the growing trend of viewing giftedness
00:01:18 --> 00:01:20 through the lens of neurodiversity.
00:01:20 --> 00:01:24 Neurodiversity, as the article explains, acknowledges the natural variations
00:01:24 --> 00:01:30 in brain function, recognizes that differences in cognitive processing are normal and even beneficial.
00:01:30 --> 00:01:34 Historically, the term has been associated with conditions like autism and ADHD,
00:01:34 --> 00:01:40 but Patterson argues that it can also provide a powerful new framework for understanding giftedness.
00:01:40 --> 00:01:44 She points out that while the concept of giftedness has always been complex,
00:01:44 --> 00:01:48 the National Association for Gifted Children defines gifted students as those
00:01:48 --> 00:01:54 who perform or have the capability to perform at higher levels compared to their
00:01:54 --> 00:01:58 peers and require modified educational experiences to reach their full potential.
00:01:58 --> 00:02:03 This definition, it resonates with my experience with Sarah. She wasn't just smart.
00:02:03 --> 00:02:07 She needed a different approach to learning. Now, the article delves into the
00:02:07 --> 00:02:10 neurological differences observed in gifted individuals.
00:02:10 --> 00:02:14 It cites research indicating increased brain volume, surface area,
00:02:14 --> 00:02:16 and connectivity. This isn't just theoretical.
00:02:16 --> 00:02:22 Advancements in brain imaging technology like FMRI have provided concrete evidence
00:02:22 --> 00:02:23 of these neurological variations.
00:02:24 --> 00:02:28 By understanding these biological underpinnings, we can move away from outdated
00:02:28 --> 00:02:34 notions of giftedness as an elitist concept and begin to see it as a distinct neurological profile.
00:02:34 --> 00:02:37 This shift in perspective is crucial for advocacy.
00:02:38 --> 00:02:42 Imagine, instead of gifted programs being considered expendable extras,
00:02:42 --> 00:02:48 they're viewed as essential, just as specialized programs are for other neurodivergent populations.
00:02:48 --> 00:02:52 And this is a key point. We need to reframe the narrative around gifted education,
00:02:53 --> 00:02:58 emphasizing the need for specialized services rather than viewing them as a privilege.
00:02:58 --> 00:03:03 Patterson emphasizes the importance of incorporating neurodiversity into our advocacy efforts.
00:03:03 --> 00:03:07 She traces the evolution of special education law, noting that while these laws
00:03:07 --> 00:03:11 protect students with disabilities, gifted students are often left out.
00:03:11 --> 00:03:16 Now, while the Jacob K. Javits Gifted and Talented Students Education Act does
00:03:16 --> 00:03:21 exist, it just doesn't mandate services or really provide anything related to consistent funding.
00:03:21 --> 00:03:26 This underscores that need for a paradigm shift in how we perceive giftedness.
00:03:26 --> 00:03:29 Thus lack of consistent funding is a constant struggle.
00:03:29 --> 00:03:33 I know gifted programs are just often the first to be cut during budget crunches,
00:03:33 --> 00:03:36 and it leaves these students without the support they need.
00:03:36 --> 00:03:40 This reframing of giftedness as a form of neurodiversity, it has the potential
00:03:40 --> 00:03:42 to revolutionize how we support these students.
00:03:43 --> 00:03:44 It moves the conversation away
00:03:44 --> 00:03:48 from privilege and towards a recognition of unique neurological needs.
00:03:48 --> 00:03:51 By understanding the science behind the giftedness, we can build a stronger
00:03:51 --> 00:03:56 case for specialized programs and resources, and we can ensure that these bright
00:03:56 --> 00:03:59 minds have the opportunity to thrive. It's not just about academics.
00:03:59 --> 00:04:03 Don't forget it's also about fostering their social-emotional growth and nurturing
00:04:03 --> 00:04:07 their creativity and helping them develop into well-rounded individuals.
00:04:07 --> 00:04:11 That's your Morning Boost for today. I encourage you to read Phoebe Patterson's
00:04:11 --> 00:04:15 full article and join that conversation about reframing giftedness through the
00:04:15 --> 00:04:16 lens of neurodiversity.
00:04:16 --> 00:04:20 Have a great day. Thanks for tuning into your Morning Boost from AWB Education.
00:04:20 --> 00:04:23 We will talk with you again tomorrow. You have been listening to your Morning
00:04:23 --> 00:04:28 Boost by AWB Education in partnership with Grundmeyer Leader Services.
00:04:28 --> 00:04:32 You can find out more about our services by clicking on the links in the description.
00:04:33 --> 00:04:37 Remember, you are doing this vital job that only a few can do.
00:04:38 --> 00:04:42 So until next time, thank you for your service to your community.