Why Brilliant Children Often Appear Slow, Part One

We all know the stereotype: gifted children get good grades, achieve ahead of their age-peers, and in other ways are academically successful. Yet this isn’t always true.

The unusual learning styles and thought processes of so many gifted children are more likely than not to sabotage them in a typical classroom. The higher the IQ, the worse the fit between what these children need and what they’re likely to get. Then their grades are average or worse.

But what’s behind that high intelligence? What are the traits that are so prone to crash these children against traditional education, or sometimes against any structure at all?

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About Rebecca Hein

Author of A Case Of Brilliance, her memoir of her discovery that her two children are profoundly gifted
This entry was posted in Damage in Gifted Children, Underachievement and tagged , . Bookmark the permalink.

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