Chapter Fifteen
Individuals Who are
Gifted and Talented
• https://www.youtube.com/watch?v=eoN2iBD
KZxE
• https://www.youtube.com/watch?v=sD4azls3J
dc
Defining Giftedness and Talent
Children capable of high performance include those
with demonstrated achievement and/or potential
ability in any of the following areas:
•
•
•
•
•
•
general intellectual ability
specific academic aptitude
creative or productive thinking
leadership ability
visual and performing arts
psychomotor ability
Each state establishes its own definition of children
who are gifted and talented; there is no federal
definition.
4
Insert Figure 15.1 from page 540
5
Insert Table 15.1 from page 541
6
Assessing Giftedness and Talent
Multiple areas of assessment:
•
Formal assessment of intellectual and
academic ability
‒ Off-level testing
•
•
Tests of creative thinking and products
Assessment of leadership potential
7
Differences Among Children
Who are Gifted and Talented
Intellectual ability
• Talent category
• Learning opportunities
•
8
Brief History of the Field
• Brief History of the Field
– First Half of the Twentieth-Century: Pioneering the field
• Development of intelligence tests (IQ or intelligence quotient)
• Nature v. nurture theory of intellectual development
– The 1950s - 1970s: Establishing foundations
• Nature of Human Intelligence (Guilford, 1967) describes 120
different kinds of intelligences
• The National Association for Gifted Children began in 1954
• American reaction to the Soviet launch of Sputnik leads to
mathematics and science education reforms
• PL 94-142 does not include services for children who are gifted
and talented. Mandates for education services are the result of
state legislation.
9
– The 1980s - 1990s: The field matures and provides focus for school reform
• Gardner (1983) advances the theory of multiple intelligences
– Gardener’s Theory of Multiple Intelligences
» Linguistic
» Logical-mathematical
» Spatial
» Bodily-kinesthetic
» Musical
» Interpersonal
» Intrapersonal
» Naturalist
» Existentialist
• The Jacob K. Javits Gifted and Talented Students Education Act (PL 100-297)
was passed in 1988 and created the Office of Gifted and Talented Education
to focus on research and education.
– The Twenty-First Century: Challenges and promise present
• The No Child Left Behind Act (PL 107-110) mandates that students will reach
proficiency and these criteria may be limiting for students who are gifted or
talented as they often exceed these standards and achieve at higher levels.
•
11
• Characteristics of Individuals Who are Gifted and
Talented
– Academic and Learning Characteristics
• Any of these characteristics may resemble all children but children
who are gifted and talented will display a greater degree or
intensity than their peers. Understanding of their unique
strengths and needs is essential for a challenging academic
curriculum.
– Social and emotional characteristics
• Students who are gifted and talented often experience social and
emotional difficulties related to their talents, for example, a
student who has excellent verbal skills may dominate classroom
conversations.
• Children who are gifted and talented may not show
advanced abilities in all areas or at all times and
educational opportunities must be tailored to meet
their unique needs
• Prevalence and Etiology of Giftedness and Talent
– Prevalence of Giftedness and Talent
• Prevalence varies across states due to variations in state
definitions
• Approximately 3 to 5 percent of school-aged children; some
professionals believe that 10 to 15 percent is more accurate
• 3 million American children are gifted and talented (National
Association for Gifted Children, 2013)
– Etiology of Giftedness and Talent
• It is likely that the exact etiology of a child’s giftedness or talents
abilities cannot be identified.
• Nature vs. nurture argument (environment vs. heredity)
• Intelligence is no longer believed to be fixed at birth
• Physical and chemical changes when the brain is stimulated or
challenged
Etiology of Giftedness and Talent
Nature vs. nurture argument
‒ (environment vs. heredity)
• Intelligence is no longer believed to be fixed at birth
• Physical and chemical changes when the brain is
stimulated or challenged
•
14
15
16
• Educational Considerations
– Suggestions for the Classroom
• Differentiation: Providing multiple levels for academic
tasks that meet the needs of all learners. Tasks can be
differentiated to include critical thinking, higher-order
thinking skills, independent learning, and student
choice in methods of demonstrating mastery of
learning.
17
• Instructional strategies
– Curriculum compacting: Reduced time spent on basic concepts
to allow for expanded learning
– Higher-level thinking and problem solving: Provide
opportunities for students who are gifted and talented to develop
their higher level thinking and problem solving skills.
– Flexible grouping: Grouping designed to match ability rather
than age level.
– Cluster grouping: Grouping several students who are gifted and
talented together for instructional purposes
– Tiered assignments: Lesson variations based on students’ ability
levels
– Problem-based learning: Students are asked to solve real-world
problems
– Accelerated pacing of instruction: Students who are gifted and
talented may become bored or disruptive if they are not
challenged in the classroom. Faster pacing allows them to move
at a pace that fosters their learning and educational progress.
Service Delivery Options
Gifted Resource Services
• Acceleration
• Independent study
• Honors and advanced placement courses
• Mentorships
• Self-contained classes and special schools
• Summer and Saturday programs
• Competitions
•
19
20
21
Insert Figure 15.6 from page 570
22
Services for Young Children
Who are Gifted and Talented
Educational needs of young children with gifts and
talents have often been overlooked due to the lack
of federal legislation
• Early identification is crucial
• Importance of early learning opportunities
•
23
Adolescents and Adults
Who are Gifted and Talented
Adolescent need to “fit in”
• Personality attributes: desire to achieve, persistence,
curiosity and openness to new experiences
• Educational opportunities
• MENSA
•
24
Insert Table 15.7 from page 572
25
Issues of Diversity
Twice exceptional learners
• Girls who are gifted
• Identifying and serving children from diverse
backgrounds
• Cultural characteristics associated with giftedness
•
26
Students with Gifts and Talents
and Disabilities
•
•
•
•
•
Twice exceptional: a child who is identified as gifted
and has an another disability
Students with gifts and talents and disabilities may
be overlooked due to cultural biases or stereotypes
Giftedness may mask learning disabilities and the
student will perform at average levels
Giftedness may be misidentified as ADHD
Require special educational considerations
27
Insert Table 15.8 from page 575
28
Insert Table 15. 9 from page 576
29
Insert Table 15.10 from page 579
30
Technology and Individuals
Who are Gifted and Talented
Access to the internet provides:
• Knowledge
• Resources
• Access to mentors
• Distance learning
• Social interaction with other gifted individuals
• Learning experiences
31
– Twice exceptional learners
• Stereotypes often assume that people with disabilities
cannot also be gifted or talented. Many students who are
gifted or talented may also have a disability. Stephen
Hawking, a theoretical physicist, is a famous example. A
combination of learning factors may make correct diagnosis
difficult.
– Twice exceptional: a child who is identified as gifted and has an
another disability
– Students with gifts and talents and disabilities may be overlooked
due to cultural biases or stereotypes
– Giftedness may mask learning disabilities and the student will
perform at average levels
– Giftedness may be misidentified as ADHD
– Require special educational considerations
– Girls who are gifted learners
• It may seem odd to include girls in the section devoted to diversity but there is
ample evidence to suggest that girls are often underrepresented in programs
for students who are gifted and talented. These statistics may be due to
gender-role cultural stereotypes, unequal educational opportunities, and
expectations of the school, family, and the girl.
– Identifying and serving children from diverse backgrounds
• There are challenges involved in locating, identifying, and serving young
children who are gifted and talented and come from diverse backgrounds or
low socioeconomic groups. The underrepresentation of these children in
programs for the gifted and talented may be due to variable such as poverty,
test bias, faulty identification policies, conflicting cultural values, teacher
attitudes and expectations, and rigid definitions of giftedness.
– Cultural characteristics associated with giftedness
• Ten attributes of giftedness were identified in African American, Native
American, and Hispanic children: communication skills, imagination/ creativity,
humor, inquiry, insight, interests, memory, motivation, problem solving,
reasoning.
Trends, Issues, and Controversies
•
•
•
•
•
Striving for world-class standards
Equity and excellence
Full inclusion
Services focus on the gifted students instead of the
gifted program
Talent development
34
Insert Figure 15.7 from page 582
35
36