The Profoundly Gifted Institute is a non-profit organization
established to support and build programs on college campuses for children who
work multiple years above age-level. We are a multi-age, intellectual-peer
learning-environment that meets individual educational-challenges while
fulfilling the social and emotional needs of children performing 5 or more
years above age-level.
All children are entitled to a meaningful education. Serving
the special needs of our most gifted children is an issue that faces all of us
philosophically and morally. Not educating our most gifted children raises
issues about civil rights, national and global concerns, and places in danger
their contribution to society and themselves. The program is dedicated to
breaking the cycle of education based on age alone by providing an educational
experience that meets their intellectual, social, and emotional needs.
Our program, and the college setting, provides access to
college level curriculum that provides acceleration with both learning and age
peers for young children, ages 5 through 14.
A critical aspect of PGI is the support services provided to
students and their families. In addition to the unique curriculum and setting,
we offer counseling, lists of other professionals working in the community,
seminars, as well as, an annual conference for parents, professionals and
community members interested in the special needs of our most gifted children.
We are a full 501 C3 foundation. We provide an intervention program to students
whose needs are so extreme they can create a disconnect between the traditional
in-use theory of education in the private and public school sectors. We support the
legal mandates of the state educational systems while we provide access to college
level curriculum and real peers.
The Profoundly Gifted Institute's students perform a minimum of five years above
their age-peers. These are special needs children who divide their day between a
nurturing in-seat environment with like peers and college students. The students
come to our school from all over the world since this program is the first of its kind.
Our students learn to live and react in a multi-cultural environment. They add to
diversity their own differences to build an expanded concept of diversity.
An exciting component of PGI's visionary mission is our Bibliotherapy Library, which
offers books, articles, DVDs, and more, in order to promote an understanding of the
special needs of the Highly, Exceptionally, and Profoundly Gifted. This Library provides
literature about other gifted children for the students and in-depth materials for professional.
We provide specialized resources to the highly, exceptionally, and profoundly gifted
population, as well as, to the community and professionals interested in the special
needs of this population.
A key component of this program is its specialized library. This library includes books,
articles, research, DVDs, and personal stories by our students, their parents, and our staff.
These materials discuss and illustrate the experience of being very gifted and the challenges
that face these students and their families and the odyssey it can become gaining educational
access and similar peers. It is often most critical for very young readers, and children who
have had a very difficult time with age-peers in a traditional academic setting, to be able
to read about other remarkable children, both fictional and non-fictional.
We provide access to college level curriculum within a whole child environment.
Access to college curriculum is an issue our most gifted children and their families face.
Our program bridges access issues to provide a unique educational opportunity for
young very gifted learners.
We provide leadership and direction in the field of gifted education. Our innovative
programand staff serve as a model for other programs around the world.
We facilitate parent support groups to address the stress of
parenting a child whose development is not in sync physically, mentally, and
Family members are a driving force behind change, building
additional programs, and providing support from their experiences to help new
families encountering similar issues from around the world.
PGI’s curriculum is the first of its kind. It combines
the college curriculum with specially designed coursework, our Life Skills/
Personal Development Course, that addresses the unique developmental,
educational, social, and emotional needs of children who work multiple years
above their age-peers. We have added this unique course as a thread running
through the curriculum which helps the children navigate early college
enrollment and social responsibility through our volunteer service components.
The specialized course framework resources multi-age,intellectual-peer
learning-environments that meet individual educational challenges.
Each student’s program is designed annually by a Student Study Team comprised
of parents, students, and professionals.
PGI’s innovative staff weave the professors of PGI and
the college together to offer students a selection of classes from both
programs. All staff members have a full and in-depth understanding of the
special needs of the most gifted children and their families. Many of our staff
understand the difficulties both the students and their parents face since
they, themselves, have successfully parented children like our students which
adds an additional personal dimension.
While professional development in the field of gifted
education is important for our staff, we envision part of our purpose as
providing leadership and direction in the field of gifted education. Our
program is the first of its kind and our program model is a driving force in
the direction of future gifted programs. Our annual conference will help guide
others in the field and help provide a forum for issues important to the Highly
Students have access to college level classes based on their
individual needs and ability levels. Our most gifted students need their
learning environment to be a setting where real learning can take place at many
different levels. This includes being with other learners who are working at
their intellectual learning levels as well as other children in their age
Students who work at many varying levels need others who
share their intellectual interests. These children also play differently and
need to have real-peers available for both intellectual reasons, as well as,
for play and social and emotional growth.
One of the exemplary components of our program is that we
address the needs of the whole child. There is not another program available to
bring children together, who are 5 to 14 years old, within a college
environment to provide curriculum and similar peers. These children have
special needs. Providing the opportunity to develop with others like themselves
in this unique setting is leading the standard for educating, both
intellectually and emotionally, our most gifted children.
Coursework follows the individual college’s course of
study. Textbooks are determined by each college’s classes.
Our specialized coursework includes Life Skills, Study
Support, CHSEE Prep, CHSPE Prep, Homeschooling and Independent Study.
Being on and near a college campus opens new worlds to
children who are 5 to 14 years of age. Our program provides a college
experience that will help build success for these early entrants when they
transition to universities.
Students have access to all facilities. Their intellectual
curiosity is nurtured by a college library, labs, music rooms, recreation
facilities, a well stocked bookstore, an art gallery, and advanced classes in
the arts. It also provides opportunities to nurture their higher level thinking
skills and include elements that make it easier to examine relevant research,
have access to professors, observe exemplary instruction, and benefit from
individualized instruction that maximizes their abilities and performance.
Our professional staff is also a resource to facilitate the
student’s special needs.
PGI provides a centralized data source for services and materials related to the special needs
of the highly, exceptionally, and profoundly gifted. There is a need to provide a centralized
data source for services and materials related to the special needs of the highly, exceptionally,
and profoundly gifted.
We have heard hundreds of times how frustrating it is for parents, children, and professionals
to access a collection of materials about the highly, exceptionally, and profoundly gifted.
The foundation maintains lists of professionals, resources in our Bibliotherapy Library, parent
support groups, and a model program structure.
Families are seen as a valuable resource in advocating for
our most gifted children. Their time and volunteer efforts are an important
component of our success.
Admission is based on demonstration of a minimum of five
years discrepancy between ability and achievement above age-peers.
Students are placed based on the greatest need as determined
by documentation, staff recommendation, and availability of space.
The goal of transitional services is to address the needs
students face after they have moved on from PGI and are attending other
universities, colleges, or programs.
Services continue after graduation or a diploma since
services are provided based on age.
We see our students as a valuable resource of the gifted
community. Their guidance and mentoring of younger students will provide an
opportunity to give back morally what they have had the privilege of
experiencing educationally, socially, and emotionally. Transitional Services
are not only offered to assist our older students, but also are offered to
continually reach out to them and bring them home to be members of this unique