Elizabeth Jones will be my guest on The Born To Talk Radio Show Podcast on May 22nd from 1-2PT.
Meet Elizabeth Jones.
Elizabeth is the President & Co-Founder of the Institute for Educational Advancement. Here’s a little bit about Elizabeth’s background. She has been an educator, researcher, and administrator of educational programs for over 35 years. Elizabeth holds a master’s degree in special education from the University of Southern California and has completed doctoral work in the field of educational policy and learning theory. She served as the Associate Director of Johns Hopkins Center for Talented Youth (CTY) and the Director of the Western Region for 10 years prior to founding the Institute for Educational Advancement.
Founded in 1998, The Institute for Educational Advancement (IEA) is a nonprofit dedicated to serving the unique educational needs of gifted children and their families. They offer personalized programs that are child-centered, in doing so, they have helped gifted children grow and live purposeful, meaningful lives in whatever way they choose for over 25 years.
The following are examples of their programs:
- Academy. Advanced supplemental enrichment classes. Grades K-8.
- Caroline D. Bradley Scholarship. Merit-based four-year high school scholarship.
- Explore. Summer research & work experience.
- LABS. Learning among brilliant scientists.
- Spyglass online workshops.
- Yunasa & Yunasa West. Summer camps for gifted youths. Ages 10-15. Sedalia, CO, and Howell, MI.
It is a common misconception that gifted children will naturally perform well in traditional school environments and do not need any help, inside or outside of school.
But that is not the case. Gifted individuals think and learn differently than their peers, and they have needs that extend beyond academics. Some gifted individuals even have learning disabilities in addition to their high ability. Gifted children need educational accommodations that work with these differences. Unfortunately, the traditional school environment often does not make such accommodations due to the widely-held yet false assumption that gifted students will perform well.
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