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<span style="font-size: 12pt">Perhaps, it would be more effective if we
respond to John Rosemond's message with letters to the editor AND
letters written directly to the local newspaper publishers to drop
their subscription to this misleading advice column. His column
was also published in the Lima News on Sunday. </span></div>
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This is the contact information for Rosemond, according to his website
FAQs:</div>
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<strong>Q: How can I email John Rosemond to comment on one of his
columns?</strong></div>
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<strong>A: </strong>You will be able to go to the blog and Membership Site
and post a comment. John Rosemond and his staff of Leadership
Parenting Coaches answer questions every week. Also, you can
send your comments and feedback on John’s columns to <a
href="mailto:fqyyy@carolina.rr.com" target="_blank" title="Email Don">Our
Feedback Email</a>.</div>
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<a href="mailto:fqyyy@carolina.rr.com">fqyyy@carolina.rr.com</a>
(Email address link to respond to columns)</div>
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The Leadership Parenting Institute<br />
1391-A East Garrison Blvd | Gastonia, NC 28054<br />
T: 1.704.860.4711 |</div>
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<em><span style="font-size: 10pt">Pat Naveau</span></em></div>
<address style="font-style: italic; font-size: 13px">
Gifted Services Coordinator</address>
<address style="font-style: italic; font-size: 13px">
Coldwater Exempted Village Schools</address>
<address style="font-style: italic; font-size: 13px">
419.678.2611 x4309</address>
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<a href="mailto:Naveau.Pat@coldwatercavs.org">
Naveau.Pat@coldwatercavs.org</a></address>
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-----Original Message-----<br />
From: Art Snyder <artsnyder44@cs.com><br />
To: <Ohiogift@lists.service.ohio-state.edu><br />
Date: Tue, 11 Jun 2013 14:12:02 -0400<br />
Subject: [Ohiogift] Gifted-ed programs stink<br />
<br />
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<font face="Times New Roman, Times, serif" size="4">Friends:<br />
<br />
Parenting columnist John Rosemond on June 10 addressed a reader question
on a 9-year-old going into a fourth-grade gifted program. His short answer
was that "I am unable to find any compelling research to the effect
that these (gifted and talented) programs result in long-term intellectual
or academic advantage. Their ultimate benefit, therefore, is
questionable."<br />
<br />
Well. Surely, Rosemond must be missing something with his dismissive
commentary that basically says g/t programs stink.<br />
<br />
Newspapers across the country ran the column. If you'd like to read
the whole text, visit:<br />
http://www.bradenton.com/2013/06/11/4562618/john-rosemond-june-11-2013-child.html
<font size="3"><i>(or read the pasted column tagged onto this message)</i>
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<br />
This is not the first time the influential Rosemond has taken g/t
service to task. Other comments of his include these (colored variously, for
ease of reading):<br />
<font color="midnightblue">"Researchers have consistently found
that by grade 3, one cannot tell the difference between children who came to
first-grade knowing their ABC's, number facts, or even how to read, and
kids of comparable ability who came as academic 'blank slates.'
" </font><br />
<b><font color="maroon">"... if your daughter had a learning
problem, it is unlikely she ever would have been identified as gifted and
talented."</font></b><br />
<font color="darkgreen">"It appears that the zeal to have one's
child identified as gifted and talented and placed, therefore, on an
advanced and accelerated track in school is misplaced. A newly released
study finds that <b>only 3 percent of gifted and talented children live up
to their potential</b>. The study's author, educational psychologist
Joan Freeman, tracked 210 gifted children into adulthood and discovered that
only 6 achieved a level of vocational success commensurate with their
abilities. <b>To what did Freeman attribute this underachievement?
Over-involved, pushy parents who end up robbing their children of their
childhoods.</b> By all appearances, these kids are high achievers, but they
are often not well-founded, especially when it comes to social
skills."</font><br />
<br />
Any comments on Rosemond? <font size="3"><i>(His website unfortunately
has little contact information for feedback, other than to buy his
publications or to book him for a speaking engagement.)</i></font><br />
<br />
Best wishes,<br />
Art Snyder</font><br />
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<i><b><u>Rosemond column for June 11, 2013</u>:</b></i><br />
<br />
<b>Should child be pushed into gifted program?</b><br />
Q: Our 9-year-old daughter is going to the fourth grade next school
year. She loves school and has always done very well. She recently took a
series of tests and we’ve learned that she qualifies for the gifted
and talented program. When we told her, she became very upset and told us
she doesn’t want to accept the promotion. We tried to explain the
advantages, but she just became more upset. She says none of her friends are
in the gifted program and she doesn’t want to be there either. The
school counselor says we should not let her make the decision. What should
we do?<br />
<br />
A: In most cases, and especially at the elementary level, the programs
in question are examples of what are known as “pull-out”
programs. The children in GT programs attend regular classes and are then
pulled out of class three to five times a week for enrichments of various
sorts. I am unable to find any compelling research to the effect that these
programs result in long-term intellectual or academic advantage. Their
ultimate benefit, therefore, is questionable.<br />
<br />
When my daughter, Amy, was in the fifth grade, she qualified as a GT
student. My wife and I sat down with her, explained the short list of pros
and cons, and allowed her to make the decision. She told us exactly what
your daughter told you: Her friends were not in the program, so she
didn’t want to be there either. The school was disappointed, but they
got over it, and Amy went on to be an honors student at the University of
North Carolina.<br />
<br />
I speculate that your daughter doesn’t want the attention that
would come from being pulled out of class by the GT teacher. She is
concerned that her “special” status might not sit well with her
friends. Unfortunately, her anxiety is probably warranted. Since the
efficacy of such programs has not been demonstrated, since they are
obviously not necessary to a successful life, however one might measure
that, I’d say let your daughter make the decision.<br />
<br />
“But what if she later regrets it?“<br />
<br />
Good. Then she has to deal with the issue of personal responsibility,
and she is not too young to have to do so. It is controlled exercises in
decision-making of exactly this sort that cause children to become more
far-sighted and weigh pros and cons rather than simply making decisions on
the basis of feelings and impulses.<br />
<br />
Regardless of outcome, being allowed to make decisions and learn from
the mistakes that are inevitable to that process is an important part of
growing up. In the emotional sense, it is the very thing of growing up.</div>
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