Greetings!
This past year has been very rewarding for us, especially with the opening of The Davidson Academy of Nevada in August. We also celebrated the sixth "class" of Davidson Fellows scholarship recipients this September and held our third THINK Summer Institute in July.

Looking forward to 2007, deadlines are approaching for several programs, including:

• 2007 THINK Summer Institute - Applications
  Deadline: January 16



• Davidson Fellows (All Categories except Outside the Box)
• Preliminary Submission Overview Form
  Deadline: February 14 - March 14, 2007
• Completed Application & Three Nominator Forms
  Deadline: March 30, 2007
• Davidson Fellows Outside the Box Category
• Outside the Box Screening Form
  Deadline: January 12, 2007
• Completed Application & Three Nominator Forms
  Deadline: March 30, 2007

As we continue to receive a steady flow of questions related to gifted issues, we thank the Family Consultant team at the Davidson Institute for their dedication and thoughtfulness in assisting parents to meet the needs of their gifted students. In this newsletter, we've highlighted a sample of the most frequently asked questions.

All our best,

Jan and Bob Davidson

Q. I have a gifted preschooler and am considering having her tested. I'm also seeking guidance on how to develop and nurture my child’s needs. - J.S.

A. Parents who want to measure their preschooler's level of giftedness are cautioned that testing them before age five may not provide conclusive results. Children younger than 4½ can be especially difficult to test because they often lack the maturity necessary for testing. However, in some cases, testing children this young can have its merits in providing a general idea of the child's abilities, which can help direct a parent's efforts to nurture their child. When it is obvious that a child's intelligence surpasses his/her age peers, the child may benefit from an individualized education plan once they start school.

We recommend utilizing the Iowa Acceleration Scale to gauge if a gifted young student is a candidate for early entrance to kindergarten or 1^st grade. We also suggest helping your child explore his/her passions as they develop (whether it's dinosaurs, marine biology, or geography). Foster a love of reading by reading aloud to your child and by going to bookstores and the library. If your child shows interest in music, offer music lessons (research shows the study of music enhances brain development).

To learn more about nurturing your gifted preschooler see:

Q. My gifted child is having a hard time fitting in and adjusting to his current school. He gets bored easily and quickly finishes assignments while his classmates work at a much slower pace. He seems frustrated and unhappy. Do you have any suggestions on schools that would be a better fit for his educational needs? - R.W.

A. We often have families ask us about specific schools that meet the needs of the highly gifted; however, it is difficult to do, as we've found what works well for one student does not necessarily work well for another. Even schools designed specifically for gifted students may or may not meet the needs of all gifted children. Overall, the two main qualities we have found to be most important in a school administration are open-mindedness and flexibility in offering accommodations to meet the child's needs.

Keeping these factors in mind, there are a growing number of viable options available for young gifted students. Browse the Resources section of Davidson Gifted Database to locate schools across the nation. You may also wish to explore Davidson Gifted Database's State Policy Database to find schools and opportunities for gifted students in specific states.

For more information on gifted schooling options, see:

Q. I have an upcoming parent/teacher conference and I want to bring up a few points about how the needs of my gifted child are not being met. Do you have any advice on how to prepare for this and what questions I need to ask?
- C.H.

A.  When meeting with teachers or school administrators, here are a few key points to remember before each meeting:

• Make an appointment in advance with the teacher, specifying the subject and the amount of time you are requesting (20 to 30 minutes is a reasonable time for the initial meeting).
• It is crucial to begin on a positive and respectful note. Solicit the teacher's views about your child's learning needs and observations regarding his habits.
• Make specific requests and have a specific agenda. Brainstorm a few ideas for what you would like to see in the classroom, and offer to help the teacher.
• Be aware that there is no specific gifted education formula. Since giftedness can differ in varying degrees, accommodations made for one gifted student may not necessarily work for another. The more profoundly gifted a child is, the more challenging it will be to accommodate him/her.
• Be as familiar as possible with your school district's policies and any of their prior practices in providing bright students an appropriately challenging education program. Find out what the school policies are about grade skipping, ability grouping, curriculum compacting, etc.
• Remember to keep the focus on your child's needs, rather than shortcomings of the school or the teacher.

* * *
NOTE: Due to space constraints, questions answered in this newsletter may
be edited and similar questions combined. 

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"I have learned that it is not only personal drive and hard work that develop talent, but the encouragement and nurturing from extraordinary people around us that allow us to grow and learn."

- Drew Petersen, 2006 Davidson Fellow

The Davidson Institute for Talent Development
Supporting our nation's brightest young minds.

Stay UP-to-DATE with the LATEST NEWS in GIFTED EDUCATION

9665 Gateway Drive, Suite B, Reno, Nevada 89521
Phone: 775-852-3483      Fax: 775-852-2184
Email: info@davidsongifted.org     Web: www.DavidsonGifted.org
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NOTE: The appearance of selected programs and/or resources in the Davidson Institute's Genius Denied Newsletter does not imply an endorsement or affiliation. Programs and resources are highlighted for informational purposes only.