{"id":345323,"date":"2023-08-10T09:00:00","date_gmt":"2023-08-10T09:00:00","guid":{"rendered":"https:\/\/ora-visio.com\/why-offer-tutoring-to-gifted-children\/"},"modified":"2023-08-10T09:00:00","modified_gmt":"2023-08-10T09:00:00","slug":"why-offer-tutoring-to-gifted-children","status":"publish","type":"post","link":"https:\/\/ora-visio.com\/en\/why-offer-tutoring-to-gifted-children\/","title":{"rendered":"Why Offer Tutoring to Gifted Children?"},"content":{"rendered":"

Contrary to popular belief, a child with High Intellectual Potential (gifted, or HPI in French) can end up struggling at school: in fact, more than a quarter of them don’t make it to the end of secondary school<\/strong>. Affected by a mismatch, known as “DYS-synchrony”, between their emotional and intellectual development, they struggle to fit the educational mould and may need tutoring…<\/p>\n

The DYS-synchrony of gifted children<\/h2>\n

Today, 2.5% of children at school, from nursery to the final year, have an Intelligence Quotient (IQ) above 130. Of these 300,000 individuals in France<\/strong>, more than a quarter won’t make it to their final exams. According to psychologists, this academic failure is explained by DYS-synchrony, a developmental gap between intelligence and emotional maturity.<\/p>\n

First described by Jean-Charles Terrassier in 1981, it distinguishes two aspects of this disorder: internal DYS-synchrony and social DYS-synchrony<\/strong>. The first leads to a certain clumsiness, similar to dyspraxia<\/a>, and reflects emotional immaturity in the face of everyday demands. The second refers to the mismatch gifted children experience with school expectations, leading them to display traits similar to ADHD (Attention Deficit Hyperactivity Disorder), as a way of fighting boredom.<\/p>\n

Giftedness, poorly suited to school<\/h2>\n

Traditionally, gifted children are both perfectionist and clear-sighted<\/strong> about the extent of their knowledge. But while an adult, aware of their strengths and weaknesses, can turn this into an asset for success, the gifted child considers the possibility of failure, which triggers paralysing anxiety<\/strong> during exams.<\/p>\n

Endowed with fast, intuitive and abundant thinking, gifted children don’t see the point of the memorisation and reasoning methods<\/strong> taught at school in the early years. As a result, when secondary school asks them to find the right answer and explain their reasoning, they run into difficulties.<\/p>\n

Finally, there are gifted children who desperately try to fit the educational mould, by bringing themselves down to the level of others<\/strong>: the “negative Pygmalion effect<\/a>” then involves ignoring their own knowledge and appearing to be a mediocre student…<\/p>\n

Tutoring for gifted children<\/h2>\n

Struggling at school, gifted children may need tutoring, but this support shouldn’t be built in the traditional way<\/strong>: if it simply reproduces the school setting, it will only trigger an even stronger rejection of school.<\/p>\n

To help your gifted child have as normal a school experience as possible, it’s strongly recommended to find them specialised support<\/strong>: tutoring that doesn’t really focus on the content being taught, but rather on organisation, workload management, and building study methods<\/strong>.<\/p>\n

Better still, with support aimed at orthopedagogy<\/a>, they can learn how their brain works, understand their strengths and weaknesses, and build self-confidence and belief in their ability to succeed<\/strong>.<\/p>\n

On the Ora-Visio platform<\/strong>, we have professionals specialised in DYS disorders and gifted children: don’t hesitate to reach out to them, to discuss the solutions to put in place to help your child. An interesting option, outside the school framework, and therefore well suited to easing the apprehension felt by gifted children.<\/p>\n","protected":false},"excerpt":{"rendered":"

Contrary to popular belief, a child with High Intellectual Potential […]<\/p>\n","protected":false},"author":7,"featured_media":345324,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[343],"tags":[],"class_list":["post-345323","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academic-support"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345323","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=345323"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345323\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/345324"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=345323"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=345323"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=345323"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}