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    • When I heard about Kairan Quazi this week, in college at nine years of age it makes you wonder what his life is really like.I tried to think back when I was nine, and what lif was like for me, it wasn't to impressive.

      Kairan said about himself -

      I learned linear algebra concepts before I ever took a formal algebra class. But there are other areas where my brain is still catching up, like handwriting, spelling and taking notes. I am using spellcheck a lot for this essay!

      HuffPost asked him to write an essay about being in the 99.9th percentile and what his life is like,have a read

    • Great to see gifted kids being more readily integrated. I think that a lot of kids who are exceptionally precocious in certain areas get extremely isolated at a young age. I had to laugh at this, " I think they regret their open philosophy after being forced to explain to me some words and concepts from the Game of Thrones books."

    • I’ve worked with gifted students who, for various reasons, were stuck in a math class that was way below their ability level. I would try to provide enrichment opportunities, intriguing logic games and math problems and such, however, that’s still a poor substitute for a learning curriculum that meets their educational needs as a gifted child. Sadly, the drop out rate for “educationally deprived” gifted students is extremely high.

      Research shows that 25% of gifted people are underachievers, and they quit trying because nothing they do leads to any measurable success or satisfaction. (davidsongifted.org)

    • I found that out 45 years ago, I moved schools and was at least 2 years ahead in knowledge and education, my new schools reaction...you just sit there and keep yourself occupied until everybody catches up

    • you just sit there and keep yourself occupied until everybody catches up

      That is just wrong on so many levels. In the late 1980s when the disability community in the United States was fighting for legislation that would guarantee appropriate education for students with disabilities, they reached out to the gifted community to join the fight. The gifted community balked at the idea, which is why individualized education plans are a legal requirement for students with disabilities but not for gifted children. Which sadly means that a school today could get away with doing what your school inflicted on you 45 years ago. Our maths panel this weekend will be touching on this to an extent (my cheap plug), but in some cases it really comes down to a need for legislation to provide a basic bill of rights for gifted students.