AIG Myths

True or False? Gifted Students Don’t Need Help; They’ll Do Fine on Their Own.

• True

• False

Answer explanation

Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school. (NAGC)

True or False - Teachers are required by law to provide services to support gifted learners.

• True

• False

Answer explanation

This is true! Article 9B is NC state legislation that requires that gifted students' advanced needs are being met in schools.

True or False - Students who have bad grades can't be gifted.

• True

• False

Answer explanation

Underachievement describes a discrepancy between a student’s performance and their actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers, and still others may have a learning disability that masks their giftedness. No matter the cause, it's imperative that caring and perceptive adults help gifted learners break the cycle of underachievement in order to achieve their full potential. (NAGC)

True or False - Students who have learning or other disabilities can also be gifted.

• True

• False

Answer explanation

Some gifted students also have learning or other disabilities. These “twice-exceptional” students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear “average.” Other twice-exceptional students are identified as having a learning disability and, as a result, are not considered for gifted services. In both cases, it is important to focus on the students’ strengths and allow them to have challenging curricula in addition to receiving help for their learning disability. Note - in DPS a student who receives EC services in either ELA or Math cannot also be identified as AIG in that area. However, once a student is exited from EC from that area, they are eligible for AIG identification in that area. A student who receives math EC services can be identified as AIG in the area of reading and vice versa. (NAGC)

All gifted students are happy, popular, and well adjusted in school.

• True

• False

Answer explanation

Many gifted students flourish in their community and school environment. However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the school experience can be one to be endured rather than celebrated. (NAGC)
Gifted students can also be very good at masking how they are feeling so it is important for the trusted adults in their lives to check in with them often.

True or False - In middle school and high school "honors class" and "AIG class" cannot be used synonymously.

• True

• False

Answer explanation

Honors classes and AIG classes are not the same. An honors class in middle and/or high school is often made up of AIG identified students and students who are not AIG identified. It is not a prerequisite to be AIG identified to take an honors class, nor is it a requirement for AIG students to take honors classes.

True or False - Gifted education programs are elitist.

• True

• False

Answer explanation

Gifted education programs are meant to help all high-ability students. Gifted learners are found in all cultures, ethnic backgrounds, and socioeconomic groups. However, many of these students are denied the opportunity to maximize their potential because of the way in which programs and services are funded, and/or flawed identification practices. For example, reliance on a single test score for gifted education services may exclude students with different cultural experiences and opportunities. Additionally, with no federal money, and few states providing an adequate funding stream, most gifted education programs and services are dependent solely on local funds and parent demand. This means that, in spite of the need, often only higher-income school districts are able to provide services, giving the appearance of elitism. (NAGC)