Category: Social & Emotional Development
Despite much documented success of grade skipping, many resist this option. We explored the extent to which preservice teachers reference the myth that acceleration is socially and emotionally harmful to gifted children. Results revealed 64% ascribed to the myth. We report the variety of definitions for “harm” defined by preservice teachers and discuss recommendations for teacher preparation vis-à-vis our results.
Yara Farah– Postdoctoral Research Fellow, William and Mary, Artesia, California
Postdoctoral Research Fellow
William and Mary
Dr. Yara Farah has a Doctorate in educational psychology from Baylor University and an MA in special education, mild to moderate, from California State University, Northridge. She is a member of the board of directors for The Association for the Gifted (TAG) - Council for Exceptional Children (CEC). Dr. Farah has worked as a Postdoctoral Research Fellow in gifted education at the College of William and Mary, a special education teacher in International Baccalaureate schools and as a paraprofessional in fully inclusive classrooms. She has more than 12 publications in peer-reviewed journal and have conducted numerous professional presentations at national and international conventions.