STATISTICS

STATISTICS

Who are the children with high abilities?

Of the 2,456 million children under the age of 18, according to INS statistics (press release, June 1), about 147,651 children fall into the category of children with high abilities – 6% of the total number of children.

0.03% – Number of Olympians

0.2% – Children with high abilities with physical deficiencies – motor, sight or hearing

2% – Children with high abilities with learning difficulties – Asperger’s, dyslexia, ADHD

97.94% – Other children with high abilities

The specifics of children with high abilities – with asynchrony and double exceptionality – does not consist in the physical deficiency, or in the reduced capacity to manage emotions, of integration in the social environment, in vulnerability, but in the mechanisms of accessing information in an appropriate, individualized way. They need an education in the spirit of creativity as a stimulus of socio-emotional relationships, in accessing their resources and information circuit, in shaping personal and social values validated by the high quality work environment, open to entrepreneurship and volunteering, Closely related to pedagogies and non-formal working methods that stimulate thinking, creativity, analysis from as many perspectives and involvement in the community.

Our program focuses on the so-called window of opportunity in education: the period of formation of cognitive, social, emotional and aesthetic skills which is very short and is found at the earliest age of the child (up to 12 years). Global research indicates that early education is of fundamental importance in training intelligence, creativity, skills and abilities; they show that the quality of education, at an early age, depends on the evolution of man in his entirety: at 3 years old every child is gifted, all the buds of developing his potential are activated: he is creative, he is attentive, eager to learn, he has a sense of justice, he has a sense of humor, he is able to concentrate, he is capable of sustained effort, and most importantly, he is motivated. The same research shows that at 10 years old, intelligence and creativity are already 95-98% formed, and after this age children / adolescents enter the stage of emancipation, when they still need guidance to form real values.

Typologies of children with high abilities and their characteristics

Characteristics:

  • They’re conformists
  • They’re easily identifiable in schooling systems
  • They perform at tests
  • They have really good school results
  • They have a good self-esteem

Characteristics:

  • They are nonconformists
  • They’re difficult to identify in school systems
  • Sinusoidal
  • They do not have good school results
  • They’re frustrated because the school system does not confirm and validate their talents and abilities
  • They’re stubborn
  • Enters into conflicts by bringing pertinent arguments
  • High degree of creativity
  • Leadership qualities
  • Spontaneous
  • Passionate about areas outside the curricular area

Characteristics:

  • They’re shy – low emotional intelligence but high emotional level
  • They’re children with ADHD, ASPERGER, DYSLEXIA, ASYNCHRONY
  • They’re difficult to identify in school systems
  • They do not have good school results
  • They’re frustrated because the school system does not confirm and validate their talents and abilities
  • They deny their talent in order to be included in groups(teenagers)
  • They feel insecure and anxious
  • They’re very creative
  • They’re passionate about knowledge, but in areas outside the curricular area

Characteristics:

  • They have physical deficiencies: hearing, sight, locomotive
  • Show symptoms of stress, irritability, nervousness, stubbornness
  • Denies difficulties, citing activities as “boring” or “bad / inappropriate”
  • Have, in some cases, difficulties with handwriting or may have disruptive behaviors that make it difficult to complete activities

Effects

The risk factors specific to children with high abilities, if they do not benefit from an education in accordance to their needs, are:

  • Lack of challenge or very low caps due to inadequacy of curricular topics
  • Internal asynchronies
  • Insufficient learning time and activities with children who do not have similar interests and abilities
  • Children with high abilities, who do not meet other children with whom they can share their passions, risk feeling excluded and may become arrogant or mediocre (underperforming)
  • Children far from the norm, those with the highest abilities, face the most difficulties. (Winner, 1996) (It is good to talk to our children about their abilities in certain areas, which we cannot have in all domains, in order to validate their own perceptions and encourage their self-confidence.)
  • Failure to identify skills in time leads to capping
  • They develop mechanisms to “do good” at the expense of developing their skills and interests
  • They become addicted to the opinions of others – the tendency to constantly check if they are doing well
  • They fail to learn the skills and attitudes needed for autonomy
  • They are normative people
  • They lose their creativity
  • They may drop out of school emotionally, mentally or even physically – school does not meet their need for knowledge
  • Revolting, defensive attitudes
  • They are depressed and resentful because they have felt rejected and neglected.
  • There are people who do not comply
  • It’s difficult to work in a large class with them
  • They develop resistance to attacks and denial as a result of (reprisals?) they are subjected to during school years
  • They feel discouraged, frustrated, rejected, helpless or isolated
  • They develop a sarcastic spirit, devoid of diplomacy, frustration
  • They react stubbornly to criticism, amid impatience