Unfortunately, in my district students who receive "gifted and talented" services are measured based on a few criteria. All of which are standardized test. Classroom abilities, grades, and teacher recommendations are not included. To me, this seems unfair because the whole child is not taken into consideration. However, when we test children for special services (learning disabilities) there are many factors that come into play. We consider test scores, but we also do additional testing, look at work samples, make observations in the classroom, consider grades on school work, and talk with the teacher. A team of professionals join together to determine the services that these children need. In this situation, I feel that we do a better job of considering the holistic child. Should we discriminate between a child with a disability and a child with exceptional ability?
My second grader took the Cognitive Abilities test (CogAT) and the Iowa Test of Basic Skills (ITBS) back in November and received his scores last week. He did very well on the test, so he now has to take an additional test in order to be considered for the program for exceptional learners. Although I am very proud that he has the opportunity to take the additional test, I do not feel it is necessary. What I would like to see is the district consider his classroom abilities per his teachers for the last three years. Would they have a better understanding of my child as a learner? I believe so. He works hard and tries his best, but most of the work he completes comes easy to him. I would love to see him be challenged, so that he too could have the best chance for future success. I believe that whether you have an exceptional learner, an average learner, or a disabled learner, they all deserve the best possible environment for success. I agree with Alfred Binet in that ability should not be measure by a single test or multiple tests for that matter. There is so much more to a child than a standardized test score.
I found this map to be interesting.
World Distribution of IQ Scores of Indigenous (pre European migration)
Peoples (Adapted from Lynn, 2006).
A survey by Lynn (1991) of the intelligence of people around the world found the highest levels of intelligence were found in Eurasia, and the lowest levels were found in Africa, Australia, and parts of the Americas. Most theorist suggest that the reasons for this are because of racial differences and climate differences.
References:
http://psychology.about.com/od/psychologicaltesting/a/int-history.htm
http://www.vdare.com/rushton/070926_indians.htm
http://www.lrainc.com/swtaboo/stalkers/em_evol.html
I completely agree with you on that a child is more than a standardized test. Also I believe that those teachers of your son are going to know more about him than a test. What I would like to see is more responsibility on the teachers for gifted and special needs services and that tests are only tools. I will have to look this map up, it is not showing.
ReplyDeleteI understand your frustration when you posted your research on identifying gifted and talented students. Within my school setting this is also the case, the students who are identified as gifted and talented are based on the state standardized assessment and not my teacher recommendation or other assessments.
ReplyDeleteTabitha, I think you make a good argument pointing out all that goes in to determination of what supports are needed for disabled child. I believe that sometimes we not understand that children who are “gifted” have specialized needs that are just as important as children with disabilities.
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