1. Chapter 14 Gifted and Talented
2. Gifted and Talented
 Federal Definition
– Students, children, or youth who give evidence of high achievement capacity in
areas such as intellectual, creative, artistic, or leadership capacity, or in specific
academic fields, and who
Need services or activities not ordinarily provided by the school in order to develop
those capabilities (NCLB, 2002)
 State Definition
– Incentive programming
3. Gifted and Talented
 Define
– exhibiting high performance capability
 intellectual
 creative
 artistic areas
 leadership capacity
 excelling in specific academic fields
4. Gifted and Talented
– “Giftedness”
 student’s outstanding ability in one or more domains
– intellectual
– artistic
– sensorimotor
5. Gifted and Talented
– “Talent”
 outstanding performance in one or more fields within these domains
 talent emerges from ability as a consequence of the student’s learning
experiences
6. Characteristics
– Ability to rapidly
 acquire
 retain
 use large amounts of information
– Relates to one idea or another
– Makes sound judgements
– Perceives large bodies of knowledge that is not normally recognized by ordinary
people
7. Characteristics
– Table 14.3 p. 501
– Ability to acquire and manipulate abstract symbol systems
–
–
–

Ability to solve problems by reframing the question and has the ability to create
novel solutions
Often withdrawn or difficult to manage in the classroom
Need both basic and advanced content information
8. Table 14.2 Gardner’s Eight Multiple Intelligences
– Linguistic
– Logical-mathematical
– Spatial
– Body-kinesthetic
– Musical
– Interpersonal
– Intrapersonal
– Naturalist
– P. 500
9. Characteristics
– Often creative
 critical analysis of problem
 numerous ways to view information
 communicates information in various ways
10. Prevalence
 We don’t really know?
 Approx. 3 - 5% of the school age population
 25 states mandate gifted education
 Subgroups
– Females, culturally and linguistically diverse, students with disabilities, students
with ADHD
11. Identification
 IQ tests
 creativity tests
 achievement measures
 teacher, parents, peers, self
12. Educational Approaches
 Acceleration
 Curriculum compacting
 Enrichment
13. Facts and Figures
 Students come from all socioeconomic and cultural groups
 Students are at risk of not achieving to their full potential
14. Facts and Figures
– Varied reasons
 some are not identified
 some identified achieve without assistance
 some never reach full potential due to lack of proper educational guidance
– not challenged due to teacher competencies
– educators fear of working with this student
– physical, emotional, motivational and social factors
– specific learning difficulties
– some are hidden by cultural and background factors
15. Gifted and Talented
 Child Prodigies /Geniuses
– very small percentage of gifted population
 Giftedness is not always apparent in the regular school curriculum
 Not always demonstrated in appropriate ways
16. Gifted and Talented
 No two gifted students have the same characteristics
– giftedness viewed in multiple of ways
– many be gifted in one or more ability domains
17. Gifted Children
– need to be fostered during their early years
– ensures that the development of specific gifts and talents continues as they make
their educational transition into the secondary school.
– Secondary school
 future monitoring to discover new and/or emerging talents
18. Role of the Educator
– Organize enrichment activities
– Collecting information
 innovative teaching practices
 exemplary materials
 resources persons
 special opportunities
– Coordinate activities at an appropriate pace and level
– Integrate regular curriculum and special program experiences
19. Role of the Educator
– Counseling and advising
 students
 parents
 teacher
 college and career
 special problems
–
Encourage
 student attitudes of excellence, creativity, productivity and leadership
20. Educator Qualifications
– Enjoy working with the challenging and innovative students
– Recognize and program for unusual levels of ability, differences in learning style
and mode of expression, and interest
– Experts in teaching specialization
– Broad repertoire of teaching skills and techniques
21. Educator Qualifications
 Some states require a graduate degree or special certification
– Other require a desire to work with these students
22. Identification
 Inclusive
– racial, cultural, socioeconomic background
– physical and/or sensory disability
– gender
– geographic location
 Flexible and continuous process
 Information from a variety of sources
 Teachers identify student’s intellectual strengths, talents, social and emotional needs
23. Current Issues and Future Trends
 Conceptual and definition - questioned
 Most services come from the “regular” education teacher in the classroom
 Recognition
– females
– cultural diverse
– individuals with disabilities
24. Current Issues and Future Trends
 Better way to recognize these individuals
 Improve society’s attitudes toward this population