Moderating screen time for youth has never been more difficult. Television, streaming services, and video games are a huge draw for children. But video games, or gaming, has benefits beyond television and streaming services. Gaming is an interactive activity. Children can play against friends and interact with other youth which is especially needed during these times of social distancing. Games can also include problem solving and learning opportunities.

There are many resources available to parents with questions about gaming including our upcoming . This Gifted Support Group will feature Susanna Pollack from Games for Change. In this presentation, Ms. Pollack will provide insights on how games have a power beyond entertainment that can be used for social good. 

Whether through using games as a platform for learning, building awareness around important social issues, or building 21st Century Skills, young people can engage with pro-social activities while enjoying a medium that 鈥渕eets them where they are. With a commitment to learning and education, Ms. Pollack also developed a portfolio of programs that advance the use of games and immersive media in learning.  She launched the G4C Student Challenge with the NYC Department of Education in 2015, which is now a national program that reaches 10,000 students annually.

Additional resources online include:

• , National Association for Gifted Children
• , Child Mind Institute
• , Health, Social Benefits, Review Finds, American Psychological Association

At this year鈥檚 National Association for Gifted Children (NAGC) Conference in Albuquerque, NM, I participated in the . Teachers, parents and other conference attendees like myself, learned about educational tools, new advanced learning techniques and how to collaborate with each other all while playing games. This STEM event popped into my mind as I thought about what gifts I鈥檒l be giving this holiday season.

There is no shortage of games and puzzles that are intellectually stimulating; Pylos, Quoridor, and the classic Rubik鈥檚 Cube are all examples of mentally challenging and fun games. Below you can find a variety of educational toys and games to consider giving to a gifted child this holiday season.

1. A robot ready to code right out of the box. 
2. Build, scan, and identify molecules. It鈥檚 advertised as the simplest way to learn about atoms, bonding, and chemistry. 
3. Imagination takes light with these Lego-compatible light blocks.
5. Curate engaging art or science gift boxes for every age and interest. 
6. Makes stop animation easy!
7. For the future architect
8. Unique model kits to build mechanical engineering
10. For inspiration, perhaps consider creating artwork using Rubik鈥檚 Cubes, as seen .

As a part of 优蜜视频鈥檚 effort to advance the cause of gifted students nationwide, 优蜜视频 commissioned the first ever national survey assessing the American public鈥檚 views on gifted education. The summary covers the results of a national survey, completed in 2016, that sought to understand the public鈥檚 perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Benenson Strategy Group and The Winston Group.

鈥淲e are seeing overwhelming support for funding and resources to ensure that our brightest students鈥� minds are nurtured and supported, which hasn鈥檛 always been the case in the past,鈥� said Elizabeth D. Jones, President & Co-Founder of 优蜜视频. 鈥淎s a community, we are committed to advocating for what the public wants: helping our highest potential students succeed.鈥�

The poll report contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. The goal of this document is to provide a tool for the gifted community, families, teachers and professionals alike to use when advocating for these unique learners.

The poll report was written by Jones and Dr. Shelagh A. Gallagher. The authors will be hosting a webinar presenting the results and answering viewer questions on March 26th at 11 a.m. PST/2 p.m. EST. The webinar is free and open to the public.

Additional contributors include: Alan Arkotov of , Dr. Jim Delisle, Ren茅 Islas formerly of , Michael Petrilli & Chester Finn of , Ann Smith of , Dr. Amy Shelton of and Adam Umhoefer of .

The release of the full results was preceded by a poll summary, , released in August 2018. This document contains highlights from the results of the poll.

Read the full report.

For more information about 优蜜视频鈥檚 policy initiatives or any of 优蜜视频鈥檚 other programs and services, visit our Advocacy page.听

I am a big fan of the that鈥檚 been happening the past few years. While I鈥檓 driving, walking or cooking, I can learn about new topics, catch up on the news of the week or listen as a team investigates a mysterious crime. We at 优蜜视频 have already covered some of the , so today I wanted to turn the focus toward podcasts about gifted learners. These are great resources for parents and educators supporting bright young minds.

James T. Webb, Ph.D. is a guest on this episode of this parenting video podcast hosted by Annie Fox, M.Ed. This episode focuses on the special needs of gifted kids and how their parents can help them understand and use their gifts well.

Prufrock Press produces a podcast for parents and educators of gifted children on topics such as learning options, differentiating instruction, and ability grouping.

The Mind Matters Podcast features discussions with leaders in the fields of psychology, education, and beyond, with an emphasis on gifted/talented and 2e (twice-exceptional) children and adults. Mind Matters explores parenting, counseling techniques, and best practices for enriching the lives of high-ability people.

As a grown up gifted kid herself, Dr. Aimee Yermish definitely 鈥済ets it.鈥� She coupled her lifetime of personal experience with a doctorate in psychology to build a highly successful practice working primarily with gifted and twice exceptional individuals. Drawing on her analytical background as a scientist and practical background as a teacher, she focuses on building self-understanding, self-regulation, and range of choice in life.

Presented by the National Association for Gifted Children, this podcast shares brief glimpses into what is happening in the worlds of research, policy and best practices, with the goal of helping those who support gifted children.

Heather and Jon of The Fringy Bit chat about all things 鈥渇ringy.鈥� Whether you or your child is gifted, on the autism spectrum, has sensory processing disorder, or other higher needs, the pair is there to provide comradery.

The popular blog in podcast form! Listen to find suggestions for encouraging your kids to be lifelong learners and helping your child see the world with fascination.

In this episode of Slate鈥檚 Schooled podcast, Sandy Darity, a researcher on giftedness at Duke, and Jeff Danielian, a Rhode Island teacher and giftedness advocate, discuss what giftedness means and how to best equitably identify bright young minds.

If you have a resource you鈥檇 like to share, please include it in the comments down below for other readers to consider! For additional resources appropriate for the gifted learner from preschool through high school, visit 优蜜视频鈥檚 online .

“Muchos de los vac铆os en mi conocimiento y comprensi贸n eran simplemente l铆mites de mi formaci贸n cultural de origen y clase social, no por falta de abilidad y esfuerzo como me temia.鈥� – Sonia Sotomayor, Mi Amado Mundo

Sonia Sotomayor es la primera Hispana y tercera mujer asignada a la Corte Suprema de Los Estados Unidos. En su autobiograf铆a, Mi Amado Mundo (10), ella cuanta su historia de esfuerzo 听y determinaci贸n. Aunque era una ni帽a naturalmente inteligente y con mucha promesa por delante, soport贸 muchas dificultades 鈥� fue diagnosticada con diabetes juvenil a los 8 a帽os, hija de un padre alcoh贸lico que falleci贸 cuando ella tenia tan solo nueve a帽os de edad, 听y criada en un hogar por una madre sobrecargada de trabajo y preocupaciones. En su libro, ella comparte su historia de reflexi贸n y encuentro personal.听El dicho de arriba es de un pasaje donde ella describe su lucha con la escritura con el idioma ingl茅s que estaban llenos de construcciones en espa帽ol. Aunque era una joven brillante que asist铆a a la Universidad de Princeton, tuvo que trabajar mucho para superar esta limitaci贸n, completando ejercicios de gram谩tica y aprendiendo 10 palabras de vocabulario todos los d铆as para compensar las oportunidades perdidas debido a la falta de exposici贸n y las limitaciones que implic贸 su ni帽ez sumergida en la pobreza. La notable disparidad entre Sotomayor y sus compa帽eros de clase se vio m谩s a fondo cuando se hizo conocer las cifras financieras de los m谩s adinerados en Princeton, los estudiantes con fondos fiduciarios, cuyos padres generosamente donaron a Yale, mientras que su madre s贸lo genero $5,000 al a帽o. Pese la discrepancia del estatus socio-economico (SES) 听y formacion de su origen cultural ella recibi贸 los honores m谩s altos en la escuela de derecho de Princeton y de Yale y ahora es una Juez Asociada de La Corte Suprema de Justicia de La Naci贸n de los Estados Unidos.

La historia de firmeza y coraje de salir adelante de Sonia Sotomayo es admirable, da esperanza para los ni帽os, adolescentes, y j贸venes adultos que en estos momentos estan pasando por adversidades. Su historia razona con muchos ni帽os superdotados que tienen talento incre铆ble pero con obst谩culos extremos 鈥� ya sea cultural, 濒颈苍驳眉铆蝉迟颈肠辞, estatus socio-econ贸mico SES, o factores de entorno ambientales.

En el a帽o 1998, la ley Jocob K. Javits Gifted and Talented听Students Education Act fue aprovada y establece que 鈥渢alento extraordinario estan presente en ni帽os y adolescentes de todos grupos culturales, pese a su estatud econ贸mico, y areas de fueza humana.鈥�(11). Tambien en el reporte National Excellence, A Case for Developing America鈥檚 Talent (11),听 expone una crisis en la educaci贸n de estudiandes dotados, ya que hay una disparidad en la proporci贸n de estudiantes identificados y servidos en programas dotados entre los ni帽os talentosos de hogares econ贸micamente desfavorecidos y/o de diversidad cultural y ling眉铆stica (CLD).

Teniendo en cuenta la historia de Sotomayor, el prop贸sito de este blog es para explorar la investigaci贸n que se ha llevado a cabo sobre por qu茅 estudiantes con origenes diversos y estudiantes de la clase baja (SES) son poco representados en los programas dotados y como podemos reclutarlos y retenerlos en nuestros programas dotados.

Paso de 20 a帽os, Los Estados Unidos ha experimentado una transformaci贸n demogr谩fica significante dado a immigrantes (9). En el presente, 23.7% de ni帽os escolares en Los Estados Unidos son de padres imigrantes (6), trayendo diversidad cultural y (CLD) con las instituciones que ellos llegan a tener contacto. En el contexto de estos r谩pidos cambios de communidad y panorama educacional, como nos podemos asegurar dar una educaci贸n de calidad a los ni帽os de origen diverso, y mas especificamente, a los ni帽os superdotados? Esta pregunta ha facinado a investigadores, politicos, y educadores, ya que su 茅xito tiene implicaciones directas en el futuro de nuestra naci贸n.

Investigadores han encontrado que disimilitudes en logros academicos existen con estudiantes de diferente raza y etnicidad, auque entre los estudiantes mas capaces (7). Una gran canditad de ni帽os con diversidad cultural y ling眉铆stica (CLD) viven cerca de escuelas con financiaci贸n insuficiente, con falta de rigurosos curriculos escolares, tienes menos recursos educativos, y constantemente emplean a maestros menos experimentados y capaces (1). Ni帽os dotados entre estas escuelas estan particularmente en riesgo porque constantemente son pasado por alto he ignorados (2).

Investigadores tambi茅n han planteado la identificaci贸n de un ni帽o con alta abilidad de aprendisaje de diversidad cultural y ling眉铆stica (CLD) y con bajo estatus socio-econ贸mico SES son mayormente impactados por percepciones inexactas de parte de maestros y facultad educativas. La desigualdad en la nominaci贸n de maestros para programas dotados son inconsistentes entre distritos y escuelas a nivel nacional (4,5). Adem谩s, existe una dependencia de las medidas validadas de inteligencia y una escasez de evaluaciones din谩micas, la evaluaci贸n de maestros y padres y ex谩menes de habilidad no verbal (4,8).

Un铆camente analizando 听los ingresos de los padres los estudiantes cuyas familias est谩n en el cuartil de ingresos superior con padres de ingresos en el alto nivel听 son cinco veses mas probables 听de ingresar en programas dotados que estudiantes con padres de ingreso 听en el cuartil inferior(2). 听Durante un largo periodo de tiempo, estudios han demostrado que estudiantes de bajo estatus socio-econ贸mico SES susesivamente logran graduarse de la secundaria a tiempo pero es menos probable que asistan a universidades reconocidas comparados con sus compa帽eros de alto estatus socio-econ贸mico SES (14% vs. 21%); menos probable de graduarse de la Universidad (49% vs. 77%); y menos probable de recivir diploma de maestria (29% vs, 47%) (8).

Estos analisis sugieren que hay una necesidad por nuevas estrategias para identificar estudiantes dotados de culturas diversas, ling眉铆sticas, y de bajo estatus socio-econ贸mico SES. Sin embargo, puesto que la educaci贸n dotada no es mandato federal 鈥� conducen a diferencias en las definiciones, la identificaci贸n y la programaci贸n entre distritos y estados 鈥� es dificil implementar estas estrategias (4).

Como mi conocimiento es en sicolog铆a aplicada, siempre aprecio cuando la investigaci贸n se traduce en practica o proporciona implicaciones para practicas efectivas. En todos los art铆culos que le铆, la mayor铆a de ellos tambi茅n proporcion贸 soluciones potenciales para mejorar la identificaci贸n y la retenci贸n de diversos estudiantes en programas dotados.

El curr铆culo avanzado de alta calidad debe seguir siendo creado y evaluado. Los estudiantes dotados diversos se beneficiar铆an de un curr铆culo culturalmente sensible y apropiado para el desarrollo (5). Muchos estudiantes dotados se desconectan de las clases por que se aburren, hay una necesidad de enriquecer programas y curr铆culo que evocan el potencial de un estudiante dotado. Como los examenes de inteligencia y las referencias de los maestros a menudo se encontraron como una fuente de representaci贸n insuficiente听los estudiantes diversos en programas dotados, el campo de la educaci贸n dotada necesita examinar y considerar concepciones m谩s ampl铆as de la inteligencia, definiciones alternativas de dotaci贸n y modelos inclusivos de evaluaci贸n. La investigaci贸n tambi茅n ha vinculado el 茅xito de alumnos dotados de diversidad cultural y ling眉铆stica CLD y bajo estatus socio-econ贸mico SES con relaciones familiares positivas, donde los estudiantes sobresalen en la escuela a pesar de las barreras econ贸micas y sociales (3). Esto demuestra que hay una necesidad de un esfuerso colectivo para brindar y proponer cambio, uno que incluya energ铆a no solo de escuelas y padres, pero tambien investigadores y politicos.

Por 煤ltimo, las comunidades y las organizaciones tambi茅n pueden proporcionar apoyo y asistencia a personas dotadas de diversos or铆genes, ofreciendo talleres, clases enriquecedoras y oportunidades de aprendizaje(8).

Aunque pude ofrecer una visi贸n general de la diversidad en relaci贸n con el supertalento, s贸lo se abord贸 en este blog la diversidad cultural, ling眉铆stica y econ贸mica. Sin embargo, hay una serie de investigaciones que abordan las relaciones entre ser dotado y la diversidad de g茅nero, estudiantes dotados con discapacidades (2e: doblemente excepcional), y la diversidad geogr谩fica. Por 煤ltimo, no podemos descuidar la importancia de la diversidad y los factores no cognitivos de alto rendimiento. Hay mucho que aprender de la investigaci贸n que examina las necesidades sociales y emocionales de los ni帽os dotados.

Imagine si Sonia Sotomayor no hubiera recibido asistencia financiera en la escuela de derecho de Princeton y Yale; Estados Unidos habr铆a sido carente de un l铆der importante. Con esto en mente, le pido que se tome el tiempo para a AIE, para que podamos continuar sirviendo a los estudiantes que pueden no tener los medios financieros para beneficiarse de nuestros programas. En nombre de los estudiantes y familias que servimos, le damos gracias por ser parte de la comunidad de AIE!

Referencias

1. Barton, P. E. (2003). Parsing the achievement gap. Princeton, NJ: Educational Testing Service. (Barton, P. E. (2003). Disectar las inconsistencias del alto rendimiento. Princeton, NJ: Servicio de Pruebas Educativas.

2. Borland, J. H. (2004). Issues and practices in the identification and education of gifted students from under-represented groups. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. (Borland, J. H. (2004). Problemas y pr谩cticas en la identificaci贸n y Educaci贸n de estudiantes dotados de grupos menos representados. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.)

3. Castellano, J.A. & Frazier, A.D. (2010). Special populations in gifted education: Understanding our most able students from diverse backgrounds. Waco, TX: National Association for Gifted Children/Prufrock Press. (Castellano, J.A. & Frazier, A.D. (2010). Poblaciones especiales en educaci贸n dotada: entendiendo a nuestros estudiantes m谩s capaces de diversos or铆genes. Waco, TX: Asociaci贸n Nacional de ni帽os dotados /Prufrock Press.)

4. Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. (Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Estudiantes con diversidad cultural y ling眉铆stica en educaci贸n superdotada: problemas de reclutamiento y retenci贸n. Ni帽os excepcionales, 74(3), 289-306.)

5. Johnsen, S.K. (2014). Assessing Growth of Gifted and Advanced Students. Gifted Child Today, 37(1), 4-5. (Johnsen, S.K. (2014). Evaluaci贸n del Crecimiento de Estudiantes Dotados y听 Avanzados. El Ni帽o Dotado de Hoy en Dia)

6. Mather, M. (2009). Ni帽os de familias imigrantes establecen nuevo recorrido. Washington, DC: Oficina de Referencia de Poblaci贸n.)

7. Miller, L. S. (2004). Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the education system. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented. (Miller, L. S. (2004).Promoviendo el sostenimiendo del crecimiento en la representaci贸n de Afroamericanos, Latinos y Nativos Americanos entre los mejores estudiantes en los Estados Unidos en todos los niveles del sistema educativo Storrs: University of Connecticut, El Centro Nacional de Investigaci贸n sobre el Dotado y Talentoso.)

8. Olszewski-Kubilius, P., & Clarenbach, J. (2012). Unlocking emergent talent: Supporting high achievement of low-income, high-ability students. Washington, DC: National Association for Gifted Children. (Olszewski-Kubilius, P., & Clarenbach, J. (2012). Desencadenando el talento emergente: apoyando el alto rendimiento de los estudiantes de bajos ingresos y con alta capacidad. Washington, DC: Asociaci贸n Nacional de Ni帽os Dotados.)

9. Perez, Patricia. (2010). College Choice Process of Latino Undocumented Students: Implications for Recruitment and Retention. Journal of College Admission, 206, 21-25. (Perez, Patricia. (2010). Proceso de Elecci贸n Universitaria de Estudiantes Latinos Indocumentados: Implicaciones para el Reclutamiento y la Retenci贸n: Diario de Admisi贸n a la Universidad, 206, 21-25.)

10. Sotomayor, S. (2013). My Beloved World. New York: Knopf. (Sotomayor, S. (2013). Mi Amado Mundo. New York: Knopf.)

11. United States Department of Education. (1993). National Excellence: The Case for Developing America鈥檚 Talent. Washington, DC: United States Department of Education, Office of Educational Research and Improvement. (Departamento de Educaci贸n de los Estados Unidos. (1993). Excelencia Nacional: El Caso para Desarrollo de Talentos de America. Washington, DC: Departamento de Educaci贸n de los Estados Unidos, oficina de investigaci贸n y mejoramiento educacional.)

An article from the TED-Ed Blog titled (1) by Sir Ken Robinson and Lou Aronica recently caught my eye and led me to research more on the topic of the arts and their benefits to gifted children. As a dancer, my immediate thought was, 鈥淥f course dance is just as important as math!鈥� I know firsthand how it has positively shaped and affected my life both personally and academically.

Robinson and Aronica鈥檚 blog post is an argument for equity in educating the whole child, and the equal importance of dance and physical activity with the other arts, languages, mathematics, sciences and the humanities in the general education of every child. 优蜜视频 also practices the , which emphasizes each child鈥檚 potential as a whole person, rather than focusing on one specific area of talent or ability. There is more to gifted children than high test scores and academic achievement.

As stated in the article, math is intimately involved with the dynamics of dance, and dance can help restore joy and stability in troubled lives, along with easing the tensions in schools disrupted by violence and bullying. Dance and physical education also have important benefits for students鈥� social relationships, promoting many of the personal qualities that employers recognize as essential in a collaborative, adaptable workforce.

A guest blog post from on National Society for Gifted and Talented titled 鈥�4 benefits of introducing the arts to your gifted child鈥� (2) states that the arts:

1. Uncovers hidden talents
2. Reinforces learning in other subject areas
3. Provides a safe environment for mastering social skills
4. Relieves stress and promotes relaxation

The also holds a positive stance on (3). NAGC believes that arts education is fundamental to an appropriate education for gifted and talented learners and should be addressed through domain-specific opportunities and authentic integration across the curriculum. The arts offer students a way of thinking that is not available in other disciplines. Additionally, 优蜜视频 has many Scholars and alumni who are dancers and artists.

We at 优蜜视频 encourage students to pursue any interest in the arts and use them as a tool for a new challenge or as an opportunity to think in a different way. Check out our online to discover more articles, media and gifted programs and services on the subject.

Do you have a gifted child active in the arts? Share any resources and/or stories of gifted children and the arts in the comments below!

References:

As a part of 优蜜视频鈥檚 , 优蜜视频 commissioned the first ever national survey assessing the American public鈥檚 views on gifted education. Linked below you will find a summary of the national survey, completed in 2016, that sought to understand the public鈥檚 perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Beneson Strategy Group and The Winston Group.

The summary contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. Our hope is that this document would be a tool for the gifted community, families, teachers, and professionals alike to use when advocating for these unique learners.

Thank you to Alan Arkotov of , Dr. Jim Delisle, Dr. Shelagh A. Gallagher, Ren茅 Islas of , Michael Petrilli and Chester Finn of , Ann Smith of Gifted Support Center, Dr. Amy Shelton of and Adam Umhoefer of for their assistance and support.

How can you use this information to advocate for gifted learners in your state? Share your ideas below!

When you recognize that your child may be gifted, and has not been identified as such, or has been identified as gifted but is not reaching his/her potential, then you will need to advocate for your child so they will receive the most appropriate services.听 Children have a right to a safe, academically challenging and positive experience in school. (Kim Pleticha, Publisher/Editor Parent: Wise Magazine)

Advocating for your child requires research, preparation, identifying your child鈥檚 interests, strengths and skills, knowledge of the school system, and tenacity. Once you are ready to advocate for your child, here are some suggestions:

• Your first ally is your child鈥檚 teacher. If you are able to, volunteer at least a few times in the classroom so that you may observe how your child is performing; understand how the teacher addresses the individual needs of each student; and most importantly, develop a working relationship and rapport with the teacher.
• Start collecting documentation about your child, such as reports or observations from the teacher, and/or the coordinator; student work, test scores, report cards.
• Don鈥檛 wait until the first Parent/Teacher Conference to talk to the teacher.
• Familiarize yourself with the curriculum, the contact information of the Gifted and Talented Education (GATE) coordinator at your school, the types of assessments that are administered.
• Find out the assessment and identification process at the school or the district, and when the process starts. Some schools or districts begin the process at 2^nd grade, others at 3^rd听 Some schools will identify students during their second semester in kindergarten.听 Some districts will accept private assessments, some do not. At times, it is helpful to have a private assessment from a psychologist or consultation services from Institute for Educational Advancement (优蜜视频), to provide as supporting documentation. Access the school district website to find out about their Gifted and Talented Education (GATE) program.
• Grade or subject acceleration may be an option. Acceleration allows students to move up a class or grade that matches their academic and cognitive abilities. It includes matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student[1]. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Research what your school鈥檚 policy is on acceleration.
• It is important to know that any type of testing administered by the school requires parent permission. Therefore, you must be informed if and when your child is being tested, the type of test being administered to ensure that it is appropriate, and that your permission is required to administer the test.
• Develop a plan that includes compromises because you are working for the best interest of the child. Parents are encouraged to think in terms of effectiveness, rather than correctness. Quite simply, this means searching for the most effective educational arrangement for your child that addresses the greatest proportion of her or his needs rather than looking for the 鈥減erfect鈥� situation[2].
• Familiarize yourself with the terminology, i.e. differentiation, cluster grouping (for a complete list, go to nagc.org, Glossary of Terms).
• Research and join national and local advocacy groups such Institute for Educational Advancement (优蜜视频), National Association for Gifted Children (NAGC), The Davidson Institute, Acceleration Institute, Support the Emotional Needs of the Gifted (SENG), and Hoagies Gifted Education Page. Join local parent groups, such as the Gifted Support Group at 优蜜视频, and attend workshops and parent conferences that provide information on gifted students and programs.

Resources:

• Educational Advocacy for Gifted Students, Julia B. Osborn,听 2001
• , The听 Templeton National Report on Acceleration, 2004
• NAGC’s

To learn more about how 优蜜视频 advocates for gifted students, visit our page.

References

[1] 鈥淎 Nation Deceived: How Schools Hold Back America鈥檚 Brightest Students, Vol. 1鈥�, The听 Templeton National Report on Acceleration, 2004

[2] http://www.davidsongifted.org/Search-Database/entry/A10558

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This past November, I had the opportunity to attend NAGC鈥檚 Annual Convention in Phoenix, Arizona. Although the primary purpose of my trip was to learn more about the changing and ever-growing landscape of gifted education, I also had the privilege of listening to and meeting some amazing presenters and influential professionals in the field of gifted education.

One of the keynote speakers at the convention left a lasting impression on me and served as the inspiration for this blogpost. He was not only the youngest presenter at the convention, but he also seemed to embody what it truly means to be gifted and talented.

He introduced himself as Joey Hudy, a 17 year old student at Arizona State University and an active member of the Maker community. From a young age, he was fascinated with making things out of household materials and immersed himself in DIY engineering projects which lead to some great inventions, like his 听which he presented to President Obama at the White House.

His simple philosophy, 鈥淒on鈥檛 be bored鈥ake something!鈥� further propelled him to create more amazing gadgets like his SMD Arduino Shield,听 3x3x3 LED Cube Arduino Shield , and a prototype 鈥渟mart鈥� glasses which run by reading human thoughts. It was not surprising to also discover that he is currently the youngest intern in Intel鈥檚 New Devices Group product development program. I sat in amazement as Joey presented eloquently and knowledgeably about his experience and growth as a maker. Needless to say, I left Joey鈥檚 presentation feeling revitalized and inspired to delve into some DIY projects of my own.

The future definitely seems a little brighter with gifted and imaginative young people like Joey. There鈥檚 no doubt that Joey, and other young innovators like him, will pave the way for some ground-breaking technologies in the near future. If you want to know what Joey is making today, head over to his .

So what are you waiting for? Pull up your sleeves and get your creative juices flowing. Maker labs are popping up in cities nationwide. These labs serve as creative workspaces where makers of all ages and skill level can innovate, learn, design, and build things. They provide access to the necessary tools, resources, and equipment so you can bring some of your brilliant ideas to life! Check out some of the maker labs in Los Angeles County:

• Vocademy (closed in 2020)

If making things isn鈥檛 quite your forte, you can still get a unique glimpse of some remarkable projects and get involved in the maker movement by attending a . Think of these family-friendly festivals as a cross between a county fair and science fair with a sprinkle of innovation. Hundreds of makers from all walks of life showcase and hold live demonstrations for their incredible creations. Maker enthusiasts, educators, students, tinkerers, hobbyists and people of all ages come out to participate in hands-on activities, meet the brilliant makers behind these one of a kind designs, and learn new skills.Here are a few resources to help kick start your next project:

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