GIFTED
AND
TALENTED
OBJECTIVES

Understanding the theories, controversies and
difficulties of defining gifts and talents.
Is it just an IQ number?

Understanding the broad spectrum of behaviors
and characteristics of gifted and talented
children.
What should I be aware of as a Teacher?

An overview of the social, developmental and
academic challenges for the
gifted and talented child.
What educational tools and strategies facilitate success?
THE MARLAND FEDERAL DEFINITION
1972 - BY S.P. MARLAND U.S. COMMISSIONER OF EDUCATION
SEE TEXT PAGE 401 OR HANDOUT
 Gifted
and Talented Children are:

Identified by qualified professionals

Capable of high level of performance

Require differentiated educational programs
ACCORDING TO THE MARLAND REPORT
Children capable of high performance include
children with demonstrated or potential ability in
the following areas:
 General intellectual ability
 Specific academic ability
 Creative or productive thinking
 Leadership ability
 Visual and performing arts
 Psychomotor ability

WHY THE MARLAND REPORT IS
SIGNIFICANT

It was the first national report on gifted
education.
Concluded that: “gifted and talented children
are, in fact, deprived and can suffer psychological
damage and permanent impairment of their
abilities to function well which is equal to or
greater than the similar deprivation suffered by
any other population with special needs served
by the Office of Education. (pp. xi-xii Marland,
1972)
 Calls for special education services for the gifted
and talented student.

•JOSEPH RENZULLI, EDUCATIONAL
PSYCHOLOGIST, UNIVERSITY OF CONNECTICUT
THREE RING MODEL OF GIFTEDNESS



Well above average ability
Task Commitment
Creativity
RENZUILLI VS
MARLAND


Marland definition does not take into account
motivational factors .
Example: Persistence in task completion and
perseverance through difficulties to achieve high
personal standards.
Marland definition does not take into account
giftedness in a particular area and average
performance in another.
Example: A gifted mathematician is not
necessarily gifted with leadership qualities
GARDNER’S THEORY OF MULTIPLE
INTELLIGENCE



Intellegence is “The capacity to solve problems or
to fashion products that are valued in one or
more cultural settings”.
Intelligence and giftedness are not general traits
that can be measured by IQ tests alone.
Identifies eight types of intelligences that may
operate in combination but are capable of
functioning alone.
GIFTED AND TALENTED – WHO WERE THEIR
TEACHERS ?
LEVELS OF GIFTEDNESS
AS MEASURED BY INTELLECTUAL ABILITY
IQ
130-145 Gifted
IQ
145-160 Highly gifted
IQ
160 + Profoundly gifted
DEMOGRAPHICS RELATED TO IQ AND
ARTISTIC, CREATIVE, SOCIAL AND
PSYCHOMOTOR SKILLS



When considering IQ alone, the incidence of
identified gifted and talented is from 2 to 5%
When considering IQ alone, the gifted and
talented are represented overwhelmingly in
upper class SES and white population.
When considering artistic, creative, social and
psychomotor skills the incidence ranges from 19%
to 36% with a more culturally diverse population
represented.
GENERAL AND SPECIFIC BEHAVIORS AS
LEARNERS
Academic or creative performance that exceeds
that of their piers
 Can be concerned about later socialization
 High level of task commitment


Advanced Language skills

Advanced Sense of humor

Advanced vocabulary and sophisticated use of
language
OTHER BEHAVIORS AND INDICATIONS
Impatience
 Questioning of authority
 Persistent “what if” questioning that can be
interpreted as disruptive.
 Rebellious
 Dislike for tasks that require drill or repetition
 Disorganized
 Underachievement resulting from boredom
 Depression
 Frustration
 Isolation from peers for being “nerdy”

LEARNING DISABILITIES AND GIFTED
AND TALENTED
 Once
diagnosed with a learning
disability the gifted student often is
not considered for gifted services.
 Frequently
misdiagnosed because of
related behaviors common to other
learning disabilities.
COMMON MISDIAGNOSIS
Disability
ADHD
ODD
Bi Polar
OCD
Behavior
Impulsivity
Defiant
Disruptive
Question Authority
Hostile
Depression
Intense idealism
Urgency in rules
Perfectionism
Complex organizing parameters
DISABILITY AND GIFTED AND TALENTED
“TWICE EXCEPTIONAL”
IQ is estimated around 160
 Suffers from Amyotrophic Lateral Sclerosis also
known as Lou Gehrig’s disease.

DEVELOPMENTAL CHARACTERISTICS



Elementary School – generally in tune with the rest of their
piers until more specific sorts of interests and talents
develop. May experience frustration with lag of
development of fine motor skills in relation to cognitive
development.
Middle school – The beginnings of “asynchronous
development” an incongruity between intellectual
capability and emotional age.
Adolescence – exacerbated by the physical changes
occurring may suffer depression, distrust in their abilities,
increased rebellious behavior.
THEORIES OF CAUSALITY OF GIFTS AND
TALENTS
GENETIC AND ENVIRONMENTAL
The Gagne’ /Feldhausen Model
Giftedness is:
 Predisposed set of inborn abilities
allowing a range of development – Genetic

Abilities interact with guidance,
appropriate early instruction and chance Environment
CRITICAL CAUSAL ROLE OF SOCIO
ECONOMIC STATUS
THE CULTURAL VOID –
 Economically
disadvantaged and
culturally diverse students are severely
under represented in the gifted and
talented population.
 Most
gifted programs rely on local funding
 Flawed
identification Practices – test
scores may exclude students with
different cultural experiences.
JACOB K JAVITS GIFTED AND TALENTED
STUDENTS ACT OF 1988 (PL 100-297)

Through a series of federal grants
called for special emphasis in
identifying economically
disadvantaged students, limited
English proficient students, and
students with disabilities who are
gifted and talented.
ENRICHMENT VS ACCELERATION
 Grade
Skipping – most common in
elementary school
 Advanced
Placement Course – more
common in high school
 Ability
school
Groups – introduced in middle
THINGS TO KEEP IN MIND IN YOUR
LESSON PLAN
Problem based learning
 Allow for abstract thinking
 Reasoning activities
 Creative problem solving
 Content mastery
 Breadth and depth of topic –
 Independent study
 Talent development

EDUCATIONAL STRATEGIES
Advanced content
 Differentiated Instruction
 Assessment of pace of learning
 Documentation for subsequent levels of education
 Documentation of achievement to verify
competence
 Self regulation policy

WHAT DO THE GIFTED STUDENTS SAY
ABOUT THEIR EDUCATION?

http://www.youtube.com/watch?v=MDJst-y_ptI
THE EDUCATIONAL SYSTEM TODAY
How do teachers and administrators view gifted
and talented children?
 Why are there such deficits in the cultural
diversity of the gifted and talented population?
 What is the result of a gifted and talented child
not realizing their potential?
 How can we as teachers be better advocates for
these children?

WHERE ARE YOUR GIFTS?

http://literacyworks.org/mi/assessment/findyourst
rengths.html