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Academic Leadership Journal

Authors

Kimberly Ely

Abstract

Approximately 6% of students enrolled in schools in the United States, grades K-12, are classified as ‘gifted’ (NAGC, 2010). This estimates to roughly 3 million children who are of higher academic achievability than average students. Among these gifted students, some struggle with behavioral, emotional, and social development concerns. Their cognitive abilities set them apart from their peers. Their exceptional abilities can cause anxiety, underachievement, and feelings of isolation from the majority of other students. However, for many of these students, it is the stereotypes regarding intelligence that has brought about their struggles, or perpetuated them. This paper will aim to describe giftedness as it is recognized in today’s culture. It will explore the importance of understanding the perspective of gifted children, and how this knowledge should be applied in the classroom for educators. It will examine the stereotypes against gifted children, and the social and emotional struggles which develop as a result of those notions. Finally, it will discuss the projected future studies of development among the gifted.

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