Find more information here.Ī term used to describe students whose economic, physical, emotional, or academic needs go unmet or serve as barriers to talent recognition or development, thus putting them in danger of underachieving or dropping out. The discrepancies are greatest for children at the chronological age of about 13, but the extremes displayed by gifted children have led some experts to define giftedness itself as asynchronous development.Ī term used to describe disparate rates of intellectual, emotional, and physical rates of growth or development often displayed by gifted children. For example, a gifted child may be chronologically 13 years old, intellectually 18, emotionally 8, and physically 11. View more information on testing.ĭiffering rates for physical, cognitive, and emotional development. Read NAGC’s Position Statement on Affective NeedsĪn inclination to excel in the performance of a certain skill.Ī test predicting a student’s future performance in a particular domain.Visit Supporting Emotional Needs for the Gifted (SENG).Sometimes referred to as social-emotional curriculum. Offering AP courses is not equivalent to offering a gifted program.Ĭurriculum that focuses on person/social awareness and adjustment and includes the study of values, attitudes, and self. The Pre-AP program is offered to younger students as preparation for upper-level courses. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas (as this credit varies between colleges and universities, it is suggested that questions about this process be forwarded to the college or university of the student’s choice). An example of an achievement test is the Iowa Tests of Basic Skills (ITBS).Ī program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. Tests which are designed to measure what students have already learned, mostly in specific content areas.
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