401-737-0180
32

THE NATlONAL FOUNDATlON FOR
GlFTED AND CREATlVE CHlLDREN

395 DIAMOND HlLL ROAD
WARWICK, RHODE lSLAND 02886

NATIONAL COMMISSION ON EXCELLENCE
IN EDUCATION
TESTIMONY

EDUCATION FOR THE GIFTED & TALENTED

Marie Friedel
Executive Director

October 15, 1982

GIFTED PROGRAMS FOR CREATIVE CHILDREN

I am always pleased and grateful to have an opportunity to dis- cuss the needs of our gifted and creative children. The opinions that I will render in this presentation are based upon the authority of my 18 years experience as director of the NFGCC. We are a strong advocacy group fighting for the rights of the gifted because we know they suffer intensely as a result of being miseducated and misunder- stood. It was, and it remains, my fondest hope that all of us will work together to stop this misuse of our most valuable resource.

The majority of children who come to us are those with IQ's over 150 and those with strong creative drives. There are many kinds and levels of giftedness. For the moderately gifted, there are some satisfactory learning situations in those schools that maintain a humanistic attitude towards their pupils and where there are meaning- ful attempts to meet individual differences. The highly gifted, on the other hand, present a special problem, which requires special attention to each individual child and to his/her specific capacities and needs.

I have learned a great deal from and about these youngsters with whom I have worked. As a result, I am not satisfied with the current definitions of the gifted that are endorsed by our leadership. We must include a psychological definition if we are to make room for these unusual children in our homes, schools and cormnunities. Gifted- ness is usually seen as resulting from high cognitive development. What is generally not understood is that, because of these cognitive abilities, the gifted think differently. In thinking differently, they see, act and feel differently. Until we can provide strong support systems, comprised of warm and perceptive adults, this group will continue to flounder in bewilderment as they strive to fit into traditional systems. Their extreme sensitivity makes them painfully vulnerable to the tyranny of the group.

I am frequently asked to explain what I mean by a creatively gifted child. He is one who is negatively labeled in our society to- day, for the most part. I will attempt to describe these labels that result when creativity is viewed as a pathological affliction, and then try to explain how we view these same youngsters.

Some of these who come to our foundation for assistance are seen as "learning disabled" When I fought this term being used for our gifted, I received a letter from an educational official at the Federal level, stating that I should not be too upset by this negative ap- proach to encouraging special kinds of learning environments for the creatively gifted. This official informed me that they were using this negative label in the same way that I used poignant case histories to try to encourage better treatment of the creative minority. The problem with this is that parents are confused. If they want to learn how to best handle the creatively gifted child, they should be reading on the education and psychology of the gifted.

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We see then ss children with preferred ways of learning. Since we claim that we meet individual differences in all, I do not grasp why this should become a problem for the educators. If a gifted child appears to be a slow learner because she is easily distracted, this is the result of having creativity. The creative have the ability to see the over-all picture - a kind of global thinking. In attempting to demand they keep their attention narrow, we frustrate them.

Others who come to us are labeled "hyperactive" Creativity is energy. Creatively gifted children are full of a need to move about and to touch and feel things around them. When we deny them the free- dom to explore their environment, they may be seen as "hyperactive"

We have tested some who are in classes for the "behaviorally dis- ordered", who are among the most gifted we know. It seems to me that we had to find these terms for students who are very gifted for whom we had no proper programs - then, when the inevitable happens, they are placed in classes for the behaviorally disordered. How many chil- dren with high IQ's and strong creative drives are in these classes? When the creative child has a new idea, he must express this idea or he feels he will burst. Programs for these children have to have learning situations that make lots of room for spontaneous and lively discussions.

Many of our youngsters have been treated for "visual perception problems", when, in fact, they have unusual visual perception. It is exciting to watch a child work on The Torrance Tests of Creative Thinking. On the Figural Tests, she will turn the booklet in many different ways, at all kinds of angles, in order to create. She is breaking boundaries to express her unique ideas. How many children are punished for this breaking of boundaries in the traditional classroDm often taught by the conservat~ve teacher? Creativity has to be flowing and free.

Many of our gifted, when denied th~s freedom to go "outside of the lines", feel thwarted in their efforts to be themselves. Creativity does not die. This is why so many parents have been terrorized by being told their youngsters are pre-delinquents, Problems begin in the school and the child acts out or withdraws. Parents are warned that he/she is going to be a delinquent. Of course the child is blamed and not the wrong environment.

"Stubborness" is another characteristic seen in the creative. I see this stubborness as an exquisite kind of independence that should be encouraged and valued. Instead, this beautiful spirit is often broken through misunderstanding. We have worked with children whose parents have reported to us that they are told their young- sters behave like animals. Under our guidance and counsel, we find them to be very sensitive, full of compassion and love. Creative children will flourish only under very democratic disciplines. They will always resist and resent blind authority. Again, this should not be a problem for our nation is based on democracy for all.

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Children with creative potential may have passions for drawing, building, mathematics, computers, etc.. Programs must include opportunities for them to develop their special talents. Many ed- ucators are worried about their basic skills. I assure you their academic development will be enhanced if we capitalize on their in- terests. However, I have been told that gifted children must be well rounded. This is denying that we do understand giftedness. Genius will not flower when we force the gifted to conform to society's preference for the "well-rounded individual"... whatever that might bel

How greatly they want to be lovedl They struggle to be part of the group. It is a frightening experience to feel rejection and alienation at early ages. Many sacrifice their creativity in order to belong. This creates serious mental health problems.

Until we have more perception in regards to these children's special needs, I do not feel they should be in schools, as we know them. It is urgent to create new kinds of Centers for this special population. We urge parents to become well informed so that they may insist on state funded Centers that will be available to their children with community mentors and resources involved.

Above all, gifted children need to be with their true peers. They need to know they are not alone and it is alright to be differ- ent. I believe that teachers of the gifted should be gifted them- selves so that they will understand and know how it feels to be gifted.

In studies of the creative, it is found that they do best in open ended learning situations. In such a learning environment, the goals may be set by the teacher or the pupils, but the mater- ials, activities and methods are not specified. Its characteris- tics include process orientation, emphasis on the child, democracy flexiblity, independence, divergent thinking and more chance for creativity, curiosity and originality.

Finally, most of what I have learned about these children I have learned from them. Listen to these youngsters and let them show you the ways they want to learn and to grow. They have some excellent ideas.

I hope that my presentation will make a little difference in the lives of these very special children.