Separate Programs for Gifted Students?

Being gifted is linked to the early evidence of ability (Cross, 2005, p. 30). It is important to identify who the gifted children are in the society, since they carry a talent that is extraordinary in the sense of autonomy and behaviors that would be very helpful to the society and the economy. They may resolve crises but should be dealt with extensively, since not resolving the crises of the previous three states, which is infancy stage, toddler stage, and preschool stage, would result to having a negative impact during later life.

However, if these three stages are being resolved, it would result to “gifted children leading their lives with feelings of hope, will, purpose, competence, fidelity, love, care, and wisdom” (Cross, 2005, p. 32). Tracy Cross added that, “imagine what good can spring from well-adjusted proactive gifted adults” (Cross, 2005, p. 32). This should resolve the economy as well because the overall rate of talent and intelligence in the whole country would increase by a large level.

On the other hand, programs that are designed for special, gifted students could also bring economic downfall as of the moment, since it would result to special projects and programs that are designed in identifying and improving the state of special, gifted students. A child first also experiences almost the same problems as compared to the normal type of children, especially if drawn on the same type of environmental setting and culture. According to James Webb (1994), “Several intellectual and personality attributes characterize gifted children and should be noted at the outset.

These characteristics may be strengths, but potential problems also may be associated with them” (p. 2). It appears therefore, that programs and projects that are created for the gifted children should be designed as a continuous one, designed for each level or stage because if not, it could result to more problems related to emotional and intellectual, such as being depressed, or what James Webb (2008) calls the ‘existential depression’ (p. 1), which might lead to problems that are more inferior than those that are in the normal stage.

Thus, it leads to a more disparaging society. References Cross, T. (2005). The social and emotional lives of gifted kids: understanding and guiding their development. Waco, Texas: Prufrock Press, Inc. Webb, J. (1994). Nurturing social emotional development of gifted children. ERIC Digest, E527, ED372554, 1-6. Webb, J. (2008). Dabrowski’s theory and existential depression in gifted children and adults. Alberta, Canada: The Institute for Positive Disintegration in Human Development.

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