| Abstract: | The myth that children are born gifted and therefore can make it on their own is the belief that most affects the perceptions of the public regarding the gifted student and, too often, the actions of educators. From such a belief comes much of the antagonism toward providing differentiated learning experiences for gifted students and the notion that excellence and equity are separate and contradictory concepts. As a result, the limits to support for gifted learners reflect a lack of accurate knowledge, not a lack of commitment to children. Members of society and even educators still hold beliefs and attitudes that result in actions that are often damaging to the optimal growth of bright children. Data relevant to these beliefs suggest a view that is more in keeping with current biological and genetic research. It is this perception—the interactive and dynamic development of intelligent—that provides the basis for this article. The issues of equity, democratic ideals, and human rights must be reemphasized as they relate to gifted learners. To make a positive difference in what all human beings can be and how much of their potential they can develop and enjoy, we must start by dispelling the limiting ideologies society now holds. There is a need for schools that value uniqueness and talent in all children and that respect and nurture giftedness wherever it is found. By an understanding and use of the data now available this challenge can be met. |
