Asian American, Gifted Example

Asian American, Gifted Example Asian American, Gifted â€" Article Example > Asian American, GiftedIntroductionGifted children are endowed with abilities that are not normally found in children of their age group. Some of these abilities come as a special development of faculties far in advance of their ages. In certain cases gifted children also tend to suffer from Autism, or Dyslexia and other form of imbalance. They may thus have special skills in one area which is overshadowed by lack of development in another. Gifted children have special requirements in education, training and care. In the case of Asians who are now American citizens, the needs of the gifted children are complex as compared to the needs of native born American children. The issue is complex because Asian culture, language and communication are vastly different and even though the family is oriented well enough to adjust to the US environment, normal interactions in the case of gifted children from these countries differ. The method of identifying such children have to be revised and a unique method of assessing their potential closely linked to the culture and way of responding has to be evolved. Many factors, such as language, specific religious faith, cultural taboos and parental confusion will add to the problem of first identifying gifted children and then tailoring a program to suit them. The second objective would be to evolve a system that coaches and trains parents to help the children cope with the demands of the child and the education proposed to be given. This is a situation which requires multiple entity participation like the parents, the teachers and education experts who will eventually deal with the child, and the environment creators and facilitators who will support the programs intended for the children. While Native American children can cope with the available system, as they are born into it or otherwise accustomed to the information delivery system, their parents and educators are comfortable with dealing with them. In their case it is just advancing the child through a series of steps before time, like promoting to the next grade, skipping two semesters etc. In the case of Asian children, this can have negative ramifications because skipping a semester and advancing the child to another set of classes which he is suited for has an uprooting feeling. Feelings and EmotionsOne important thing to remember is that gifted children also have simple needs that have to be met just like other children of their age. Except for the fact that they are able to assimilate and transform information faster the biological social and psychological needs of these children are the same as those of their contemporaries not endowed with special skills. This is often overlooked. In the case of Asian children the needs vary largely from other communities. Asian children follow a typical lifestyle inherited from the community in their original homeland. Some requirements of their culture and psychological factors learned or given to th em by the system they inherit from their parents may be at tangent to the prevalent atmosphere they find themselves in, especially if they are treated as ‘special’.