This blog post is excerpted and modified from “Martin D. Jenkins: A Voice to Be Heard,” Davis, J.L. (2013), in A. Robinson & J. Jolly (Eds.) A Century of Contributions to Gifted Education: Illuminating Lives, New York: Routledge Books.  
An excerpt by Barbara Clark, a past-president of the National Association for Gifted Children, from Parenting Gifted Children
by Jonathan Plucker, NAGC Board Member and inaugural Julian C. Stanley Professor of Talent Development at Johns Hopkins University, and Brandon Wright, editorial director of the Thomas B. Fordham Institute
It is early April, and it seems that around this time each year, students have finally settled in, which can reflect either positively or negatively in their work, attitude, and friendships. The dynamics of any school environment pose a variety of challenges to educators, whether novice or experienced.
How often have you heard, “Gifted students will do fine on their own?” This is just one of the many myths that become barriers to properly educating millions of high-potential students. The following is a list of the most prevalent myths in gifted education, accompanied by evidence rebutting each of them.