"The School for Gifted Potentials: Orientation," by Allis Wade

In her new book, Allis Wade delves into an area of giftedness not previously covered in children's literature: overexcitabilities.

Typically, gifted children in literature are portrayed as precocious brainiacs, striking it out on their own with little adult guidance. In The School for Gifted Potentials: Orientation, we meet Everett, who struggles to hide his giftedness under strict orders from his mother. Although Everett doesn't understand why his mother is so adamant that he act like the other children at school, while conversely making the effort to challenge his mind at home, he senses his mother's deep anxiety about his differences being discovered. In order to please his mother, Everett manages to hide his abilities for years.

Ultimately, though, he is discovered, and is sent to the School for Gifted Potentials for evaluation, which he does his best to fail.. Nevertheless, he is admitted and begins his one week orientation. No one at the school can understand his reluctance to attend, since being identified as a Gifted Potential is an honor. But, Everett's feelings are tainted by his mother's fears, so he finds himself overwhelmed with feelings of abandonment and anger, while experiencing joy at finally learning about his abilities and being able to explore his interests in an open and accelerated manner.

During the orientation, Everett, along with other new students, is introduced to Kazimierz Dabrowski's idea of overexcitabilities in the gifted. Through gently-led classes, Everett and his classmates discover which overexcitabilities they have, how these intensities are actually a benefit, and how best to manage them. Everett discovers other kids with intense feelings like his, as well as kids who experience completely different intensities.

As the story progresses, Everett begins to question his beliefs about his mother, his missing father, and the Chancellor. He also starts on his journey of self-discovery, which subsequent books promise to further explore.

The purpose of this book is to give gifted children a chance to see and better understand themselves in modern literature. They may relate to some of the overexcitabilities described, and even utilize some of the coping mechanisms. Also, gifted children may identify with the attempt to hide their abilities out of a desire to fit in. They may become more willing to accept who they are and what they're capable of becoming.

Although I enjoyed reading this book, speaking as an editor, I do wish the manuscript had been professionally edited. Typographical errors, odd formatting, and avoidable mistakes litter the text, interfering with the flow of the book. Perhaps future editions will address these issues.

Still, do not let the above comment prevent you from reading this novel. In fact, in true homeschooling style, use them as teachable moments.

The School for Gifted Potentials: Orientation is available in both print and Kindle versions.

"Dismantling the Inner School," by David Albert

Although we may homeschool our children, most of us still went through the traditional school system. We grew up believing that being cooped up in a classroom for the better part of the day with 30 kids our age and one adult, all learning the same thing at the same time, and being told when we could and couldn't use the bathroom or go out a play or read or talk or sit and ponder or ask questions was normal and desirable. Our parents had done it before us, and probably our grandparents before them.

We may believe that by choosing to homeschool that we have broken away from the system. Yet, so many of us still find ourselves trying to replicate school at home, or comparing our children's progress to their agemates', or wondering if we're doing enough based on what we think is going on behind the closed doors of our local school.

David Albert addresses these issues head on in his latest book, Dismantling the Inner School: Homeschooling and the Curriculum of Abundance (Hunt Press 2012). In a series of essays, David argues that we parents need to remove the bricks that "block us from true, natural learning," and understand that children start learning from the moment they start living. Learning is a natural response to life, but school is designed to undermine and subvert this innate desire, preventing children from experiencing with all their senses, which is originally how we learn.

For those who are unfamiliar with David Albert, he is a homeschooling father, speaker, writer, and advocate. He readily questions much of what is commonly accepted about school, learning, and even intelligence. He is an engaging speaker and writer, who encourages dialogue, whether verbal or virtual.

In Dismantling the Inner School, David takes to task much of the research and many of the claims surrounding school. He doesn't merely question the findings, but looks at them from a completely different angle. For example, David cites the well-reported research about how ADHD symptoms in children virtually disappear with regular exposure to the outdoors. Much of the reaction to this research centered on introducing nature programs in schools, creating green spaces in cities, and the like. David looks at all this and instead infers that perhaps kids being shut inside all day at school is causing ADHD, and therefore, school is the problem, not the kids.

But, the book doesn't just attack systemized schooling, it provides ideas, suggestions, and examples for approaching learning in our everyday world. Whether discussing ways to include children in adult activities within families and communities (an "apprenticeship of thinking") or giving specific information about books and websites to enhance the learning experience, Dismantling the Inner School inspires readers to explore the "curriculum of abundance" that exists in our lives. Readers are advised to keep a paper and pen handy to jot down all the tips for future reference.

Dismantling the Inner School is good for new and experienced homeschoolers, alike. In fact, it wouldn't be a bad idea for a school teacher or adminstrator to take a gander. Imagine the real educational reforms that could happen if those in charge of the system decided that learning came before classroom management.

Dismantling the Inner School: Homeschooling and the Curriculum of Abundance is available through David Albert's website, www.skylarksings.com. Supporting members of the Gifted Homeschooling Forum receive a $2.00 discount on this and all of David Albert's books ordered through his website.

New Blog: Watch Out for Gifted People

Yep, I've started a new blog.

When I began Homeschool Review, I envisioned it as a resource for ideas, support, and reviews for the homeschooling community. While I knew personal stuff would slip in, I didn't want it overtaking the blog's raison d'etre.

So, I woke up this morning, way too early after way too late a night, and thought, "Hey! I'll start another blog!" Insanity, perhaps. But what else am I going to do to with all my free time. I do have free time, right?

Anyway, my new blog is called Watch Out for Gifted People. It's a more personal look at what it means to be "gifted." The stories may be inspiring, funny, touching, or downright depressing, but they'll always be true.

I hope you take a moment to check out my latest endeavor. Because being gifted isn't always a gift.

Article by Sarah J. Wilson

Survey of Identified Gifted and 2e Children

Has your child been identified as gifted or twice exceptional? Researchers at Columbia University's Paul F. Lazarsfeld Center for the Social Sciences are studying how children who are unique in some way are identified and developed. They are currently collecting stories from parents with children who have been identified as gifted, children who have unique artistic, scientific, or physical abilities, children on the autism spectrum, and children who have been identified as having attention disorders.

While all children are unique, the goal of their study is to identify how children with unique developmental abilities or trajectories develop over early childhood. Parents have different experiences and observations of their child's development and they have different personal resources with which they access services or programs. Parents also differ in the type and extent of their support networks and social relations. And finally, parents make different decisions when finding the right academic, extra-curricular, or other placements for their children. Now is your chance to tell your stories. Survey responses will help the researchers understand the experiences of unique children as well as their development over time.

They are collecting stories of parents of unique children through an online, semi-structured survey: http://uniquechildstudy.org. The more families who participate, the better the researchers' understanding of the gifted and 2e community will be. Let your voice be heard!

For more information, please contact the researchers at the Paul F. Lazarsfeld Center for the Social Sciences via e-mail at uniquechildstudy@columbia.edu or by telephone at 212-854-3440. You can also find them on Facebook at http://www.facebook.com/pages/Unique-Child-Study/171533039569039.

Article by Sarah J. Wilson

Coming July 2011: "Making the Choice" from GHF Press

Catch the New Release from GHF Press!

GHF Press is pleased to announce the new book by Corin Barsily Goodwin and Mika Gustavson, Making the Choice: When Typical School Doesn't Fit Your Atypical Child.

A guidebook for parents considering homeschooling, Making the Choice discusses how to balance the emotional and academic needs of gifted and 2e children, their parents, and their families.

In Making the Choice, Corin Barsily Goodwin, Executive Director of Gifted Homeschoolers Forum, and Mika Gustavson, MFT, demystify and de-mythify some of the perceived barriers to homeschooling. For those families wondering if this is an option they should consider, Making the Choice offers ideas, guidance, and encouragement to fully evaluate the option.

Making the Choice is first in a series by GHF Press on Perspectives in Gifted Homeschooling, designed to bring more resources and information to the world of gifted, intense, and twice-exceptional children and their parents.

Making the Choice will be available in print and e-book formats in July 2011.

Which Came First: The Speech Delay or the Creativity?

My youngest son has a speech delay, not talking until he was nearly three. Two years later, he chats all the time, but doesn't always speak clearly, especially when he's excited. He's been tested and evaluated, been in speech therapy, but no one knows why he was delayed. It's just one of those things.

An interesting aspect of his delay is that he doesn't always remember the names of newer objects, especially if the names don't correlate with how he views the objects.

For example, he came into the house today, asking me to hold the "long orange styrofoam bending tube so [he could] use it like a pipe." Do you know what he was talking about? An orange pool noodle. How did he want to use it? He wanted to place it over a hole and pour water down it.

What I find fascinating about this is the visual images he creates through his descriptions. Foods he can't name are describe by color, size, and taste ("the cheese that is orange and a big rectangle and is good for grilled cheese sandwiches"). Clothes are describes by color, design, and a personal connection ("the pants that are green on the outside and light brown on the inside and pull up and were my brother's but are mine and Nana made them"). Parks are described by the size of the sandbox, the toys he likes to use there, the location of the parking lot, and where we went after we'd visited the last time ("the one with the really big sand box and the wood chips and I make castles and we went to Peet's last time").

Of course, after a few goes, he does remember the common names (cheddar, sweatpants, and a park locals will know), but I wonder if his in depth descriptions stay connected in his brain, creating a richer view of his world. He is definitely more experimental and daring. He seems to view the potential of an object, instead of being limited by its reality.

Is this truly a side effect of his speech delay, or was his speech delay due to this complex thinking? Who knows. I don't really care. What is important is that we encourage his creative processes, because we need more people who see the greater potential in the world around them.

Despite claims to the contrary, school squelches creativity. It must, in order to deal with the number of students with all their issues placed in the care of a few adults, in order to accommodate all the testing necessary to justify salaries and spending, in order to get through what students "must know" if they are to be productive adults. While a child who looks at his desk and sees a flight console might be charming before the bell rings, once the bell rings, that child had better come back down to Earth and sit quietly at that desk and be prepared to be educated.

When you think about it, speech delays, autism, Asperger's, dyslexia, dysgraphia, ADD/ADHD, and all the other learning "differences" that get diagnosed and treated aren't new. These didn't just appear in the last 30 or 40 years. They've probably been around since humanity began. So, are they really problems, or just a function of the diversity of humanity? Have they always been problems, or are they only problematic in a strict, narrow learning environment?

After all, if you look at many of our great artists, thinkers, writers, builders, scientists, and creators in history, you will find people who may have been prime candidates for these diagnoses. Imagine if they had sat in room from the age of two or three, four to eight hours a day, five days a week, until they turned eighteen, at which point they were then informed that they must now complete another four, six, or even eight years before their ideas, thoughts, and visions would be taken seriously.

Now, some folks may think I am anti-school. I am not. I am anti-traditional-education. People, not just children, do not learn best by being told, "You are x years old, therefore, you must learn y. You are not ready to learn z, because people your age do not get taught z. And, no, q has nothing to do with c, because the textbook says it doesn't."

We need to recognize that differences aren't bad. They are simply differences. We don't all learn the same way, and that's O.K. We don't all view the world the same way, and that, too, is O.K. What a dull and static world we'd exist in if we did.

If you would like to read more about people with learning differences, please check out these books:
The Way I See It: A Personal Look at Autism and Asperger's

Thinking In Pictures: and Other Reports from My Life with Autism

The Survival Guide for Kids with LD*: *(Learning Differences)

Homeschooling the Child with ADD (or Other Special Needs): Your Complete Guide to Successfully Homeschooling the Child with Learning Differences

If They Can Do It, We Can Too!: Kids Write About Famous People Who Overcame Learning Differences Similar to Theirs

The Mislabeled Child: How Understanding Your Child's Unique Learning Style Can Open the Door to Success

Mellow Out, They Say. If I Only Could: Intensities and Sensitivities of the Young and Bright

In the Mind's Eye: Visual Thinkers, Gifted People With Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity

Article by Sarah J. Wilson

"The 10 Things All Future Mathematicians and Scientists Must Know (But are Rarely Taught)"

With great power comes great responsibility.[1]

Budding mathematicians and scientists would be best to remember this. Simply because one can understand complex theories, does not preclude one from making common errors.

The Ten Things All Future Mathematicians and Scientists Must Know (But are Rarely Taught), by Edward Zaccaro, lays out ten concepts to guide students to more critical and honest thinking. Students don't need to become mathematicians or scientists to benefit from these ideas.

By discussing actual events that were affected by the misunderstanding or delibrate disregard of facts and calculations, Mr. Zaccaro brings home the importance of understanding and accepting what numbers mean.

We adults can probably think of tragedies in our lifetime that ultimately came down to math or science: the Challenger explosion, the Kansas City Hyatt Regency walkway collapse, the death of Aaliyah. The Ten Things explores how these events could have ended differently, had the numbers and facts been taken seriously.

Fortunately, not just tragedies are covered. Mr. Zaccaro uses the strange world of average speed, cold fusion, the Mars Climate Orbiter, ulcers, psychic surgery, doctors who were fooled, the Bermuda Triangle, how ethical decision-making saved a company, knee surgery, and more to discuss why mathematicians and scientists (and, arguably, all of us) need to move beyond the cold facts and figures, instead utilizing them to make better decisions, safer choices, and strongly-founded conclusions.

Each chapter supplies several examples of incidents which support the topic. Each example is reviewed, the mistakes laid out, and then followed by discussion questions. The questions range from specific (why was something done) to open-ended (what do you think).  Along the way, mathematic and scientific concepts are introduced and explained, never assuming the reader is an expert, but always teaching. Additional questions are given at the end of each chapter, ranging in difficulty from "Level 1" to "Einstein." Answers and explanations are in the back.

Lest all this sound overwhelming, rest assured that the book is appropriate for middle-school and higher. Of course, don't hold back the book if a younger child is interested in reading it. (My eldest son first read it when he was seven.) I would also encourage parents to read it, as we could all use a refresher course in critical thinking, especially when we're inundated with "facts" and "truths" through media, the Internet, and "friends of friends."

The Ten Things All Future Mathematicians and Scientists Must Know (But are Rarely Taught) is an excellent companion to any math or science program. It also works as a stand-alone book for inviting family discussions, a part of family life-long learning.

[1] This quote, in various forms, is attributed to Jesus of Nazareth, Voltaire, Rudyard Kipling, Karl Marx, FDR, Stan Lee, among others. (http://www.newsfromme.com/archives/2005_10_06.html; http://en.wikipedia.org/wiki/Uncle_Ben#.22With_great_power_comes_great_responsibility.22)

Article by Sarah J. Wilson

"What Really Matters": Focus on Learning, not Educating

Homeschoolers easily get bogged down in the minutea of their everyday lives. We risk spending more time worrying about doing the right things for our children, instead of actually doing things with them. What should be an experience filled with joy and freedom becomes a drudgery laden with frustration and disappoinment.

What Really Matters: Two veteran homeschooling advocates discuss what learning is really all about, by David H. Albert and Joyce Reed, strips away all the extraneous matter we tend to add to our homeschooling lives, leaving us with what really matters: fostering the love of learning.

Beetween them, Mr. Albert and Ms. Reed parented and home-educated seven children, all who have gone on to lead successful lives. Yet, neither David nor Joyce approached homeschooling as an educational style; instead, they viewed it as a lifestyle, one which opened up a realm of learning possibilities to the entire family.

Readers are drawn into the written conversations between the authors, becoming part of the discussions. Each chapter is self-contained, with titles, such as "Secret Spaces, Hidden Places," "Hyrogrifix," "Perfection is the Enemy of Excellence," and "On Trauma, School Disease & the Way Forward." These thoughtful and thought-provoking essays will open up new avenues of thinking for many homeschoolers, while reaffirming the paths of others.

Ever wonder what the purpose of college is for students who already know how to learn independently? Check out "Why Go to College?" Ever sat with your child, struggling to get her to do workbook pages? Take a moment to read "Workbooks." Fear your children are growing up too fast? Sit down with "Time After Time . . ."

What Really Matters is available through a variety of small bookshops and online retailers. As always, supporting members of the Gifted Homeschoolers Forum (GHF) will receive $2.00 off the listed price when they purchase the book through David Albert's website, www.skylarksings.com.

Article by Sarah J. Wilson

Things We'd Like to See: The Magna Carta

Freedom. Citizens' rights. Constitutional government.

We in the United States of America all too often take these for granted. For generation upon generation we have lived with peaceful government transitions, the ability to challenge and test our rule of law, limited government power, and the right of the people to be heard.

Despite what many Americans might believe, this didn't begin with the the Declaration of Independence. Instead, the path to individual rights was forged centuries before with the Magna Carta in 1215.

The Magna Carta, literally the "Great Charter," granted political and civil liberties, greatly preducing the power of the English monarchy and allowing for the formation of a powerful Parliament. King John of England (1166 - 1216) was forced to sign it by Archbishop Stephen Langton and the most powerful barrons of England. This document forced the king to govern by pre-Norman laws and demonstrated that the reach of the monarchy could be limited by written edict.

The power of this document cannot be understated. Its influence can be seen in current British law, the Declaration of Rights in the Maryland Constitution of 1776, the U.S. Constitution, the Bill of Rights. Five and a half centuries before the Revolutionary War, the Magna Carta laid the groundwork for separation of Church and State, levying of taxes, right to trial by jury, and uniformity of weights and measures. While not a perfect document, (women's rights are virtually non-existent), it was an enormous leap forward in thinking and action.

We in the greater San Francisco Bay Area can now view this truly revolutionary document at the Legion of Honor. On loan from the Bodleian Library at the University of Oxford, the manuscript will be on view from May 7 through June 5. This once-in-a-lifetime event is an extraordinary opportunity to see the power of the written word.

When considering visiting this exhibit, please don't limit it to older children and youths. If you're able to go with other adults who can help with little kids (take them outside when the wiggles strike), please do. This document is intrinsic to all our lives. It's up to us, as homeschooling parents, to make it relevant to our entire family. Older students can certainly learn about and appreciate the Magna Carta's historical significance; younger students can focus on the interesting writing and colors, talk about the picture on the wax seal, or watch the people coming to visit. The Legion of Honor has many other on-going exhibits, as well. If you keep in mind these Tips for Successful Museum Visits, everyone should gain something positive from their visit.

For more field trip ideas,

check out GHF's Virtual Field Trips page.

Admission is reasonably priced at $10 for adults, $7 for seniors, $6 for youths 13-17 and students with valid ID, and free for children 12 and under.

For more information on the Magna Carta, check out the following links:
Magna Carta to make rare appearance, San Jose Mercury News, 4/06/11
Legion of Honor, Magna Carta
Translated text of the Magna Carta
Magna Carta 1215
Wikipedia: Magna Carta
Books about the Magna Carta

Article by Sarah J. Wilson

Perfection

When we started homeschooling, I read many of the obligatory how-to books, trying to figure out just what I needed to do and how our lives would look. The books ran the gamut from school-at-home to unschooling, yet they still shared one common element: the perfect family.

These amazing families, all with well-adjusted highly gifted children, lived on extensive acreage, homesteading without electricity, learning calculus while baking cookies, delving into Shakespeare while barn-raising, visiting every museum/historical site/place of interest in a 200-mile radius, running community service projects, teaching themselves violin/piano/classical guitar, writing extensive and poetic musings. And all the while, the multiple children got along famously, the parents never angered, the extended family and community particpated in multi-generational learning. Chores were completed with a deep appreciation for the inter-connectedness of the family. And all the children were accepted into top-level colleges, with nary a worry from the parents. Happiness and peace pervaded their idyllic lives, and the authors, whose children were now embarking on adulthood, looked back with loving eyes and warm hearts at their amazing accomplishments. If only the rest of the world would embrace the never-ending joy of homeschooling.

No pressure there, folks.

The lesson I took away from all this was, regardless of homeschooling ideology, one rule pervaded the homeschooling community: Do not speak ill of homeschooling.

Whether in books, online chats, or at park days, rare was the person who said, "I can't stand my kids today" or "Sometimes, I wish we weren't homeschooling." Perhaps because homeschoolers already feel embattled, they don't want to give anyone ammunition to shoot holes through their reasons for choosing their path. Many have experienced this with non-supportive, but well-meaning, friends and family ("Maybe you should try school for a while, to give yourself a break.").

We have officially homeschooled for three years, although we've been truly homeschooling for nine. We have many years ahead of us, but let me be perfectly, soul-baringly honest with you: Homeschooling is not for the feint of heart.

Now, I believe anyone who loves their children can homeschool. Maybe they can't do it full-time, but any parent who pays even the remotest attention to what their children say and do can guide them toward a life filled with a love of learning.

That being said, homeschooling, especially full-time, is not easy. Siblings argue; after all, they have the opportunity to interact much more than when they attend school. Some days overflow with learning; others, well, we're just lucky no one rings the doorbell. We want to fill our homeschooling lives with travel, unique experiences, community connections, and more, but life (and money) don't always accommodate those desires, certainly not as frequently as we'd like. We want our children to learn naturally, but sometimes we're faced with learning or emotional difficulties which challenge our preconceived notions. Modern parenting techniques, used with the best of intentions, fail miserably, especially in the face of exhaustion, frustration, and plain ol' reality.

It took me a long time to find a few friends within the greater homeschooling community who really understood the need to vent. These moms struggled with their own idealized visions of homeschooling, the realities of their children's needs, and the expectations of the society in which we all live and participate. What a relief to spend a couple of hours talking about our challenges with each other. No judgement, only acceptance, with a sprinkling of advice and heaps of laughter.

So, if you're thinking of homeschooling, just beginning, or have spent too many nights lying awake with a guilt-ridden conscience, relax. Realize that homeschooling, like any other endeavor, follows the same crazy roller-coaster ups and downs of life. None of us is perfect, and those that claim to be are the least helpful on our journey.

If you still have doubts, I want you to think about one of the worst times of your life. For my husband, it was probably being in the Navy. Now, think of the stories you tell over and over from that time. My husband hated being in the Navy: the endless regulations, the hierarchy based on time-served more than ability, the endless endlessness of it all. Yet, his Navy stories are hilarious (and a bit frightening, especially when you think of the multi-million-dollar equipment these none-too-sane Navy boys oversaw). If you didn't know he depised his six-year stint, you would think he couldn't wait to re-enlist. Yet, he mainly remembers the good, because that was what was fun and entertaining. The other stuff fades away.

And so it is with homeschoolers. Looking back, it's easy to recall all the joyous times, the successes, the reassuring moments. What we humans are so well-designed to forget are the painful, frightening, and frustrating moments. Perhaps that's ultimately for the best.

But, we must all remember that perfection is not the goal. Raising children into an adulthood in which they have the ability to pursue their own happiness is. That's it. Nothing more. And, really, isn't that quite enough?

Article by Sarah J. Wilson

Tips for College Interviews

Regardless of schooling background, students applying to college must prepare for the interview process. Although not all colleges require these, many do. And homeschoolers, especially, need to be ready to explain, expound upon, and create enthusiasm for their non-traditional education.

A good place to start is with Susan Goodkin's article, "College Interview Tips." Ms. Goodkin, Executive Director of the California Learning Strategies Center, is a Rhodes Scholar, Harvard graduate, and Education Consultant for grades K-12. The California Learning Strategies Center's mission is to help "parents get their advanced and gifted children the education they deserve, inside and outside of the classroom."

Filled with good tips, the article assume the college-bound student is from a traditional school, but homeschoolers can easily adapt the information to suit their needs.

Ms. Goodkin also offers "How to Ace College Interivews," which is a 30-minute program that can be listened to multiple times. The cost for this download is $25, which is but a drop-in-the-bucket when college application fees and costs are figured into the sum.

For further information, check the California Learning Strategies Center website. To contact Susan Goodkin directly, call 805-642-6686 (9:00 a.m. - 6:00 p.m. PST) or email Susan.Goodkin@LearningStrategiesCenter.com.

Knowing how to prepare for interviews is a life-skill that must be learned by college. Susan Goodkin's advice can help.

You are so Lucky: A Truth about Giftedness

This post diverges a bit from my usual writings, but I felt it needed to be addressed. (It's my blog, and I'll whine if I want to, whine if I want to, . . . .)

As many of you know, my eldest son is gifted. Definitely highly gifted, maybe exceptionally, but I don't believe profoundly. If you are unfamiliar with the distinctions, I encourage you to read What is Highly Gifted? Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? at Hoagies Gifted Education Page. My husband and I have chosen not to have our son tested for a variety of reasons, not the least of which is cost.

Personally, I believe "gifted" is an unfortunate term, as it implies that I think my son is somehow superior to other children. Better terms might be "highly intelligent" (although, some folks feel this is elitist) or "neuro-non-typical" (this takes more time to explain than it's worth). Regardless, "gifted" is the accepted term, and I'm not going to expend energy trying to change it.

How do we know our son is gifted? He started talking, clearly, at 10 months ("clock" and "light"); was reading by 3.5 years old; could add, subtract, multiply, and divide by 4.5; has a tremendous memory, with his earliest verifiable memory at six months; and on and on.

When people first meet my eldest, they quickly comment on how smart he is. He talks with adults like an adult. He understands and can explain concepts that are deep, varied, and interesting. He is confident in his knowledge, but not rude (usually) in his delivery. Adults will soon ask if he is homeschooled (yes) and then inevitably say, "You are so lucky he's smart. It must be easy."

At this point, I feel like a heel. Why? Because I don't feel lucky. My son doesn't feel lucky, either. Being so far advanced has its downsides, and these are enormous in the life of a child.

First, many, although not all, gifted children are "twice exceptional" or "2e." They may be endowed with high intelligence, but they have other issues which hamper their learning or social interactions.

For my son, his undiagnosed issue is "overexcitability," as defined by Kazimierz Dabrowski. My son is intense. Not just passionate, but intense. Like the difference between sitting in your yard on a hot summer day and standing on the surface of the sun. He intensely loves math. He intensely loves reading. He intensely loves science. He intensely loves his mom. But, he also intensely sees injustice (according to his definition at the moment). He is intensely competitive. He reacts intensely to perceived failures or shortcomings. He has intense meltdowns.

If these reactions were simply pouting or foot-stomping, he'd be all right. Instead, they're meltdowns of epic proportions: crying, screaming, hyperventilating, . . . . Usually, I can stop it before it starts, but not always. And once begun, it must run its course. As he gets older, he has more self-control, but not always. He knows that other kids don't react like this. He doesn't want to react like this. But once he's headed down that road, it's a hard slog back to calmness.

Another reason we don't feel lucky? Making friends his own age is tremendously difficult. They simply don't understand him. Now, these kids are perfectly nice kids from perfectly nice families. But, when my son starts talking about CDs as an "investment vehicle in a diversified portfolio," they're put off. Understandably, really. My son would love to connect with more kids his own age, but once he's been rebuffed, he doesn't react well. We're working on this, but teaching him linear algebra is easier, trust me.

He does have a few friends a year or two older, with whom he loves running around and playing. But, intellectually, he really feels most comfortable around older teens and adults who treat him as an equal. This can be difficult for some adults, but those who "get" him have no issue with it. We talk about how "friends" come in all shapes, sizes, and ages, and how, as he gets older, it will get simpler. He understands this, but it doesn't always make the present easier.

Please don't get me wrong. I love my son more than life itself. I wouldn't change him for all the tea in China. What I would like is for a little less judging from people when he flips. I would love for him to be able to straddle the emotional divide between childhood and adulthood with more grace. I would love for him to be at peace with himself, without all the work that we constantly need to do. I would love for him to be accepted and accept himself for the loving, intelligent, insightful, curious, funny person he is.

So, while we don't always feel so lucky about the hand our son was dealt, I feel tremendously fortunate to have such an amazing person in my life.

Article by Sarah J. Wilson

"The Presidents: The Lives and Legacies of the 43 Leaders of the United States"

In 2005, the History Channel aired the documentary named The Presidents: The Lives and Legacies of the 43 Leaders of the United States. Now available in a three-DVD set, this series gives fascinating insight into the men who have shaped our government, our nation, and at times, the world.

Each president is treated with equal time, based on the number of terms served. So, George Washington gets the same amount of time as Ronald Reagan (both two terms), John Adams the same as George Bush (both one term), with Franklin D. Roosevelt having the most (four terms).

The subject matter could have been dry and boring, but is instead delivered with visual and auditory variety. Talking heads discuss the various goals, accomplishments, and failures of the presidents; pictures of homes, family, contemporaries, political cartoons, and documents are presented; and a “baseball card” is created for each president, with his picture on the front and interesting personality and attitude insights as “stats” on the back.

The history delivered only covers the presidents’ terms in office. If they held other office prior, it is glossed over. If they were military men, it is briefly mentioned. The point of the series is to talk about these men as presidents, without delving into their past for clues to their actions.

This is not a “rah rah, U.S.A.” piece. Both the good and bad of our country are discussed. Presidential decisions that prolonged slavery. Actions that led to civil war. Doctrines that bring shame.

The series is a wonderful overview of our presidents: the strong and the ineffectual, the healthy and the ill, those with good intentions and those with none, those who strived for the presidency and those who found it thrust upon them.

One of the bonus features is All the Presidents’ Wives, which goes through the women behind these men. One hears so little about the wives, which makes this interesting viewing. The only complaint is that, unlike the main series, it is not chronological. Instead, it is organized by attributes. So, a wife may be discussed in more than one context. This became boring for my very logical thinker, but may not be an issue for other viewers.

The Presidents has been watched numerous times in our household and spawned a greater interested in U.S. history, as a whole.

Article by Sarah J. Wilson

Successful Gifted Homeschooler Stories Needed

A Word from GHF, the supporting-member newsletter of the Gifted Homeschoolers Forum, wants to hear the stories of successful gifted homeschoolers!

What makes a homeschooler "successful"?
One who, through homeschooling, is able to follow his or her passions. Those passions might be early college entrance, highly focused studies, community service, entrepreneurship, self-expression, etc.

What makes a homeschooler "gifted"?
While all people have gifts, it is a small segment of the population that qualifies as gifted. To learn more about giftedness, gifted and talented, or high potential, please go to http://giftedhomeschoolers.org/definitions.html.

What age range do we want?
Preferably mid-teens and above. Basically, the successful gifted homeschooler should be able to write his or her own article (more on that later) and have some insight as to how homeschooling allowed him/her to become the person he/she is.

What writing is required?
A brief article, no more than 500 words, about the benefits of homeschooling. The article doesn't need to be perfectly written, as that's my job as editor. It simply needs to be sincere and thoughtful.

What about photos and links?
All our contributors are encouraged to include a photo of themselves and any relevant links. Has the successful homeschooler started a business? Send us the link. Does the successful homeschooler work for a charity or non-profit? Send us the link.

Do they or their families have to be GHF supporting members?
No. Although, now that you mention it, why don't you check out how easy it is to become a GHF supporting member? http://giftedhomeschoolers.org/why.html

Who are you and what do you do?
In addition to writing this blog, I am the GHF Newsletter Editor. I work with writers to get their pieces submitted, then prepare those pieces for publishing. You can reach me at sarahw [at] giftedhomeschoolers [dot] org.

I look forward to hearing the many stories of successful gifted homeschoolers.

Article by Sarah J. Wilson

Homeschooling Gift Idea: Consumables

Homeschoolers go through a lot of consumables and supplies.

What are consumables? Anything that can get used up: paper, pens, paint, glue, glitter, craft sticks, and so on.

Just like traditional schools, these supplies are needed for a multitude of projects, and they need replacing often.

While a ream of paper may not sound exciting for a present, what about a roll of butcher paper with crayons? Or packs of colored paper and pens?

Check with the parents to see what is needed and what is appropriate for the children's ages and interests. Then head to your local art or office supply store and go nuts.

Some ideas include:
Watercolor paper
Pastels
High-quality paint brushes
Spiral notebooks
Easels
Whiteboards and dry-erase markers
Stamps and ink pads
Pens
Scrapbooking scissors
Watercolors
Oil paints
Sketch pads
Stretched canvas
Hole and shape punches
Rolls of paper
Chalk
Glitter
Glue
Dried pastaCraft sticks
Fabric and carpet remnants
Cheap shower curtain liners (to use on tables and floors)

If you are artistically inclined, you could include a one-on-one lesson with your gift. Or you could also offer to pay for an ability-appropriate art class. Ask the parents if they could use art or graphic software. Including a book about art, drawing, or cartooning would also be welcomed. Add in a trip to a local museum or a special exhibit. You could also volunteer to take the children on a nature walk with the roll of butcher paper and crayons, and do rubbings as you discover interesting leaves and textures.

If the gift is for a budding writer, you could include a book or two from a favorite author. Or, you could include a style manual, submission guidelines to magazines of interest, or a book on journaling. If you are comfortable with writing, you could offer to be a gentle reader of their work. Software or online programs geared to young writers might be useful. Also, check for any age-appropriate writing classes in their area.

A little imagination is all it takes to turn a seemingly ordinary gift extraordinary.

Article by Sarah J. Wilson

"You Decide!": Studying the Bill of Rights

Many say the Constituion of the United States of America in an inspired document. But, when it came time to ratify the Constitution, many states felt that it did not guarantee specific rights to the people. Without this "bill of rights," the Constitution faced rejection. So with a promise to work on a Bill of Rights, the Constitution was adopted on September 17, 1787. The Bill of Rights followed over four years later, on December 15, 1791.

No American education is complete without studying this vital document. What rights are guaranteed? Why did the founding fathers feel compelled to address these specific issues in the first ten amendments to the Constitution? How have these rights been challenged and upheld? What is the process?

You Decide! Applying the Bill of Rights to Real Cases, from The Critical Thinking Co., helps students learn about the Bill of Rights by casting the students as judges in ruling on 75 cases that went before the U.S. Supreme Court.

Each sections follows the same format:

You Be the JudgeStudents read two U.S. Supreme Court cases and answer questions about how they would rule.

What Does the Amendment Say?Students read the actual amendment. Then, the amendment is broken into segments, new vocabulary is defined, and then restate the amendment in their own words.

Some Past Decisions of the Supreme CourtA number of cases, with their backgrounds, are presented. Students use the Guide for Analyzing Cases, which helps the students break out the main facts of the case, what amendment was involved, what particular clause of the amendment was involved, what state law or provision (if any) was allegedly involved, what were the issues of the case, what the U.S. Supreme Court decided, and why the Court decided as it did.

What are the Origins of the Various ClausesThe Bill of Rights was not written in a vacuum; it can only be understood within its historical background. While the Court must rule with present considerations in mind, deeper comprehension comes with learning the reason the founding fathers felt these rights must be guaranteed in writing.

The Amendment TodayHow do these amendments affect our lives today? How have the Court's rulings secured and honed our rights?

The workbook and answer guide (You Decide! Instruction/Answer Guide Applying the Bill of Rights to Real Cases) are designed to be used in a student/teacher situation. Discussion points, question sheets, multiple-choice questions, and the Guide for Analyzing Cases provide thoughtful interaction and comprehensive methods to gauge understanding.

Another option for studying with the books is to use them as a jumping off point for family discussions. In our family, we instituted "Constitutional Law at Dinner." The name appeals to our children, but what they really enjoy are the discussions. Once or twice a week, while eating dinner, we work throught the book together. One night we read an amendment and discuss what it means. Another, we talk about its historical context. On yet another, we read two or three cases and say how we would rule and why. Sometimes we agree, but often we don't. Each person must support their opinion. If they struggle with their reasons, we work through it together. Then we read how the U.S. Supreme Court actually ruled and discuss why we agree or disagree. Occasionally, we really haven't understood the ruling, so we go back through the specifics of the case. Although we may still disagree with the ruling, we better understand it.

We can easily stay on one amendment for a couple of weeks, as You Decide! presents many cases and plenty of background information. Although the workbooks are geared toward grades 6-12+, by discussing them as a family, younger children will pick up concepts and vocabulary, as well as learn how to participate in friendly debates.

With You Decide!, our entire family has gained a deeper appreciation for the Bill of Rights and for the impressive document it is.

Giftedness in Girls Panel Discussion, Thursday, April 28, Palo Alto, CA

I found this on the Gifted Homeschoolers Forum's Yahoo e-list, an exceptionally valuable resource in the gifted community.

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Where Have All the Smart Girls Gone?

Does your daughter…

• Demonstrate heightened sensitivity and empathy?
• "Dumb herself down" or otherwise act inauthentic to fit in?
• Dismiss her success, especially in math and science and amplify her "mistakes" or "shortcomings"?
• Try to cover up when she doesn't know how to do something for fear of looking bad?

If any of these sound familiar, your daughter may be "gifted."

Helios New School
presents
a free panel discussion with

Dr. Yoky Matsuoka
MacArthur fellow, former Head of Innovation at Google

Anne Beneventi
Director of Admissions and Learning, Helios New School

Toni Ratzburg
Family counselor with a focus on gifted children and adolescents

Margret Caruso (Moderator)
Partner at Quinn Emanuel,
Trustee of the Louisiana School for Math, Science and the Arts Foundation

When: Thursday, April 28 6:00 ­ 8:00 pm

Where: Oshman Family Jewish Community Center

3921 Fabian Way, Room E104

(Next to the JCC Cultural Arts Center)

Palo Alto, CA 94303

RSVP: By April 25 to (650) 223-8690 or via email to info@heliosns.org

Research shows that as early as preschool, girls begin hiding their abilities, making it difficult for parents to recognize giftedness in their daughters. Worse, without parental advocacy, teachers tend to overlook giftedness in girls because they are performing at grade level

and are generally compliant.

Neither the tiger nor the ostrich has the right parenting approach to ensuring your daughter's overall well-being. Simply pushing her or ignoring danger signals can lead to problems down the line.

Unrecognized gifted girls are a lost resource to themselves, our families, and our communities. Join our distinguished panel in exploring the complex topic of intelligence.

Topics

• Early identification of giftedness in girls.
• Why it is important to place them in a learning environment where they are understood and encouraged to take intellectual risks, before their abilities go underground.
• Social and emotional aspects of giftedness.
• Common pitfalls and dangers facing gifted girls.

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If you know or suspect your daughter (or granddaughter) may be gifted, make your reservation now to attend this informative event.

Article by Sarah J. Wilson