GIFTED

 Gifted (gift’ id) adj.
1. having a natural ability or aptitude; talented
2. notably superior in intelligence

gift·ed
/ ˈ g ɪ ft ɪ d/ Show Spelled[gif-tid] Show IPA adjective 1. having great special talent or ability: the debut of a gifted artist.
2. having exceptionally high intelligence: gifted children.
Origin:
1635–45; gift + -ed 3
Synonyms
1. accomplished, talented.

Related forms gift·ed·ly, adverb gift·ed·ness, noun o·ver·gift·ed, adjective un·gift·ed, adjective well-gift·ed, adjective
Synonyms
1. accomplished, talented.

CONCLUSION


How would a person show these abilities and their level of intelligence?

Gifted students come from many backgrounds, and their special abilities cover a wide spectrum of human potential. The Regulations
governing educational services define gifted students as those students ..
"whose abilities and potential for accomplishment are so outstanding that they require special educational programs to meet their educational needs." 2
2 See Regulations Governing Educational Services for Gifted Students, Part I, 1.2

The Regulations Governing Education Services for Gifted Students says that :
"Gifted students" means those students in public elementary, middle, and secondary schools beginning with kindergarten through twelfth grade who demonstrate high levels of accomplishment or who show the potential for higher levels of accomplishment when compared to others of the same age, experience, or environment. Their aptitudes and potential for accomplishment are so outstanding that they require special programs to meet their educational needs.
Source: www.doe. virginia .gov/instruction/ gifted _ed/ed.../va_plan_ gifted .pdf

“There is no one definition of ‘gifted,’ ‘talented,’ or ‘giftedness,’” ((Davis,
Rimm, and Siegle, 2011, p. 17)
This is based on the facts that terms professionals have used to define giftedness are often inconsistent ((Davis, Rimm, and Siegle, 2011))
Citation:
Davis, G. A. D. , Rimm, S. B. R. , & Siegle, D. S. (2011). Education of the gifted and talented. Prentice
Hall.

ACCORDING TO OTHERS
 Terman (1926): Top 1% of the population in terms of intelligence.
 Marland (1972): Those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance.
 Star Model (Tannenbaum): Potential exists for potentially gifted students to become gifted adults. This depends on these five elements: superior general intellect, distinctive special aptitudes, a supportive array of non-intellective traits, a challenging and facilitative environment, and chance.

ACCORDING TO OTHERS
 Renzulli’s Three Ring Model (1978): Giftedness is based on clusters of human traits: above average ability, task commitment, and creativity.

ACCORDING TO OTHERS
 Multiple Intelligences (Gardner, 1983): No longer “how smart are you?” but instead, “how are you smart?
Gardern’s Domains of Intelligence are: Verbal/Linguistic,
Logical/Mathematical, Visual/Spatial, Musical/Rhythmic,
Bodily/Kinesthetic, Interpersonal, Intrapersonal, and Naturalist

ACCORDING TO OTHERS
Gardner cont’d.
 *In 2002 Existential was also added to this list by some theorists, though Gardner writes that while he is not invalidating it, he is concerned with the “ultimate” issues that come into this intelligence, namely the significance of life (Gardner, 1999).
Source: Gardner, Howard. (1999). Intelligence reframed: Multiple intelligences for the 21 st
century. New York, NY. Basic Books.

ACCORDING TO OTHERS
 National Excellence: A Case for Developing America’s Talent (1993):
To counter negatives for students with outstanding talents and to improve education for all of America's students, schools must:
• Expand effective education programs and incorporate more advanced materials into the regular school program;
• Provide all students with opportunities to solve problems, analyze materials and situations, and learn from real-life experiences;

ACCORDING TO OTHERS
• Identify students who need individual or special opportunities, using test data only as appropriate;
• Serve students identified as having outstanding talent in many places--the regular classroom, a special class, the community, at a university or a museum, in front of a computer, or anywhere the opportunity meets the need; and
• Create flexible schools that enable all students, including the most able, to be grouped and regrouped according to their needs and interests.
Source: National Excellence: A Case for Developing America's Talent - October 1993

SITES TO EXPLORE
 National Association for Gifted Children: http://www.nagc.org/index.aspx?id=574

Federally, there are two “fundamental aims for gifted programs: to help individual gifted and talented students develop their high potential and to provide society with educated professionals who are creative leaders and problem solvers” (Davis, Rimm, and
Siegle, 2011, p. 18)