Distinguishing Characteristics of Talented and Gifted Students
Traditional Gifted Student
Twice-Exceptional Student
BASIC SKILLS
Able to learn basic skills quickly
and easily, and to retain information
with less repetition
VERBAL SKILLS
High verbal ability
READING SKILLS
Early reading ability
OBSERVATION SKILLS
Keen powers of observation
Strong observation skills but often
has deficits in memory skills
PROBLEM SOLVING
Strong critical thinking, problem
solving, and decision making skills
PERSISTENCE
Long attention span; persistent,
intense concentration
Excels in solving "real world"
problems; outstanding critical
thinking and decision making skills;
often independently develops
compensatory skills
Frequently has attention deficit
problems, but may concentrate for
long periods in areas of interest
CURIOSITY
Questioning attitude
Strong questioning attitude; may
appear disrespectful when
questioning information, facts, etc.
presented by teacher
CREATIVITY
Creative in generation of thoughts,
ideas, actions; innovative
Unusual imagination; frequently
generates original and, at times,
rather "bizarre" ideas; extremely
divergent in thought; may appear to
daydream while generating ideas
RISK TAKING
Willing to take risks
Often unwilling to take risks with
regard to academics; takes risks in
non-school areas often without
consideration of consequences
HUMOR
Unusual, often highly developed
sense of humor
Humor may be used to divert
attention from school failure; may
use humor to make fun of peers or
to avoid trouble
TAG_TwiceExceptional_Guide_Tab9 Often struggles to learn due to
cognitive processing difficulties;
needs to learn compensatory
strategies in order to acquire basic
skills and information.
High verbal ability, but may
experience great difficulty in
written language areas; may use
language in inappropriate ways and
at inappropriate times
Frequently has reading problems
due to cognitive processing deficits
51 Distinguishing Characteristics of Talented and Gifted Students
MATURITY
May mature at different rate than
age peers
Sometimes appears immature since
he or she may use anger, crying,
withdrawal, etc. to mask feelings
and to deal with difficulties
INDEPENDENCE
Strong sense of independence
Requires frequent teacher support
and feedback in deficit areas; highly
independent in other areas; often
appears to be extremely stubborn
and inflexible
EMOTIONALITY
Sensitive to needs and opinions of
others
SOCIAL SKILLS
May not be accepted by other
children and may feel isolated
LEADERSHIP SKILLS
Exhibits strong leadership ability
BROAD INTERESTS
Wide range of interests
FOCUSED INTERESTS
Narrow focused interests
Sensitive regarding disability
area(s); highly critical of self and
others, including teachers; can
verbalize concern about the feelings
of others, yet still actively
demonstrate negative social
behaviors
May be perceived as a loner since
he or she does not fit typical model
for either a gifted or a learning
disable student; sometimes has
difficulty being accepted by peers
due to poor social skills
Often is a leader among the more
non-traditional students;
demonstrates strong "streetwise"
behavior; the disability may
interfere with ability to exercise
leadership skills
Interested in a wide variety of
topics; however, his or her disability
may restrict successful pursuit of
these interests
Often has focused areas of interest;
may have a passion about a certain
topic to the exclusion of others;
areas of interest most often are not
related to school subject to topics
available in school
TAG_TwiceExceptional_Guide_Tab9 52