The Successful Gifted Student These children are usually successful academically, and identified as gifted at school. They are high achievers and perfectionists who seek for other people’s approval. The problem, however, is that with time they often get bored and devote minimum effort to achieving. At home these gifted children need independence and freedom of choice, as well as time for personal interests, and risk taking experiences. Amanda

The Challenging Gifted Student This personality type includes very creative, but often frustrated or bored, gifted children. They question the systems around them and are often rebellious because their abilities are unrecognized. Impatient, direct, and competitive, such children have low self-esteem. They need acceptance, understanding, and advocacy from the parents. Family activities and positive examples of behavior are what the family should provide for such gifted children. Emily

The Underground Gifted Student Many of such children are never identified as gifted since they are usually quiet and insecure. They often hide their talents, resist challenges, and drop out of gifted school programs because of their shyness. These gifted children should be supported at home, and be given freedom to choose and to spend time with their friends of the same age. Ideally, parents should provide them with gifted role models of life-long learning. Jacob Weddel

The Drop Out Student These gifted children are angry and depressed because the school system does not recognize their abilities, and does not address their special educational needs. That is why they resist the system by refusing to complete school assignments or to attend school. Being considered average or below average, they have poor self-esteem, are defensive and self abusive. Professional counseling is recommended for such children. Isaac

5. Double-Layered Gifted student This type of gifted child is often unrecognized because these children have a physical, emotional or learning disability. Adults fail to notice giftedness due to being focused on the areas where the child is less able. Parents of such children should provide them with recognition of their abilities, risk-taking opportunities, advocacy, and family activities to challenge the child. Family counseling may also be a good option. Jesus at Evergreen

6. Autonomous Learner These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible. At home, such gifted children need family support, advocacy, family activities and opportunities related to their interests. They should be allowed to have friends of all ages, and have no time or space restrictions. Each subtype of giftedness can be strongly pronounced in one personality. At the same time, combinations are possible since the subtypes are not mutually exclusive. So, a gifted or talented child may possess the characteristics of more than one type of giftedness. The personality type may change with time as the child grows and develops. Therefore, the parents should be attentive to their gifted children in order to provide timely support and advocacy. Autonomous and successful personality types of a gifted child are usually easy to recognize and deal with. The achievements of these children cannot be unnoticed. Challenging, underground, double-labeled and dropout personalities of gifted children require special attention. They should be recognized as early as possible for the parents to know what measures should be taken to address all the special needs of such children. Kaitlyn Homer

Bett’s Profiles of the Gifted and Talented By Jennifer Gonnuscio, Feb 2011

http://cbwhite33. wordpress http://cbwhite33.wordpress.com/2009/09/02/standardized-testing-good-or-bad/

George T. Betts Professor of Special Education. College of Education and Behavioral Sciences University of Northern Colorado Research Interests and Specializations: Methods and Curriculum for the Gifted and Talented, Program Development for the Gifted and Talented, The Autonomous Learner Model for the Gifted and Talented, Counseling for the Gifted and Talented, Emotional and Social Needs of the Gifted. Projects: Development of the Center for the Education and Study of the Gifted, Talented and Creative Bilingual Gifted Educational Program with Patty Rendon, ESC #1, Loradeo & McAllen, Texas Brentwood Middle School Gifted and Talented Program with Susan MacKenzie in Greeley, CO Awards: Selected for the M. Lucile Harrison Award for Professional Excellence. University of Northern Colorado. Selected as one of the 50 most Influential Leaders in the History of Gifted Education National Association for Gifted Children, Washington, DC Keynote Speaker, German Conference on the Gifted: Munster, Germany Featured Speaker at World GT Conference: Barcelona, Spain Professional Achievement Mentor National Association for Gifted Children

1. The Successful Gifted Student 90 % of TAG students Discover what “sells” Convergent thinker Learns and tests well Eager for approval Liked by peers Positive self concept Unaware of deficiencies Needs assertive skills

Feelings Behaviors Bored Not risk takers Dependent Perfectionist Anxious High achiever Guilty of failure Accept systems Self-critical Seek approval/structure Diminished feelings of self and rights

What we can do for Successful students Pre-Test! Accelerated curriculum/Compacted learning Enrichments Time for personal interest (Affinity projects) Time with intellectual peers Choices Encourage ownership Encourage independence Encourage intellectual risk-taking

2. The Challenging Gifted Student Divergently gifted Doesn’t conform Self-esteem struggle At risk for drop-out Often unidentified Intensity

Feelings Behaviors Boredom Frustration Impatient Defensive Hypersensitive Uncertain about roles Corrects the teacher Questions rules/authority Honest Direct Inconsistent Competitive Poor self-control

What we can do for Challenging students Teach tact and flexibility Provide choices Ensure appropriate placement Behavior contracts Listen “Keep in touch” Model Provide “space” Challenge thinking

3. The Underground Gifted student May make radical transformations in MS/HS from earlier grades Boys in HS Females hiding gifts Want to be in non-gifted peer group Want freedom to choose Personal needs are in conflict with the adults in their life

Feelings Behaviors Unsure Resistant Pressured Less academic motivation Confusion New friends Conflicted Resist challenges Insecure Don’t want to be defined by challenges Diminished feelings of self and rights and own emotions

What we can do for Underground students Permission to not be in TAG classes Still offer TAG classes Provide same-sex role models Provide career and college classes

4. The Drop Out Gifted Student The system has failed them Extra-curricular interests (positive or negative) Fail to receive support for interests Angry Identified late May need remediation

Feelings Behaviors Resentful Poor attendance Angry Incomplete work Depressed Spaced-out Explosive Self-abusive Poor self-concept Viewed as a loner Defensive Highly creative, but no channels Burnt out disruptive

What we can do for Drop Out students In-depth projects Find them through diagnostic testing Refer to the counselor for family counseling HS- provide information for pursuing a GED

5. The Double Layered Gifted Student Physically and/or Emotionally and/or Mentally challenged Programs geared to disabilities, not needs Sloppy work Need emphasis on strengths Powerless

Feelings Behaviors Powerless Angry Frustrated Inconsistent work Low self-esteem Disruptive Unaware of strengths Appear average or below

What we can do for Double Layered students Identify and prepare a Personal Education Plan Provide resources Provide alternative learning experiences Provide a Non-SpEd mentor Provide challenges and risk-taking opportunities

6. The Autonomous Learner Works effectively in schools Uses the system Positive self-concept Leadership roles Respected by all Independent Self-directed This learner is not seen at an early age.

Feelings Behaviors Enthusiastic Appropriate social skills Self-accepting Independent worker Self-confident Develops own goals Accepted by others Follow through Well-adjusted Follows passions Creative Stands for convictions

What we can do for Autonomous Learners Accelerated, compacted curriculum Enrichments Mentors Early college/grade skipping Career and college exploration Allow development of long-term goals

References: Kondrat, Alla, 9 Mar 2009. “6 Personality Types of Gifted Children: How parents should deal with different subtypes of giftedness.” Retrieved from: http://www.suite101.com/content/6-per, on 22 Feb 2011. www.davidsongifted.org/db/Articles_id_10114.aspx, Retrieved October 2009. Background info on George Betts: http://www.unco.edu/cebs/sped/faculty/betts.html, Retrieved 22 Feb 2011. Photos: Successful student: http://sch.ci.lexington.ma.us/~rgrant/?OpenItemURL=S022C340A http://www.123rf.com/photo_5487575_elementary-student-reading-in-library.html http://www.peninsulaclarion.com/slideshows/030609/278943373/slide1.shtml Challenging Student: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-18343694&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=60205-60&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-16578744&tab=details&caller=search Underground student: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-18437162&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-25854565&tab=details&caller=search http://www.corbisimages.com/Search#q=high+school+girl&p=3 Drop-out Student: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-22579284&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-25808294&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-17883674&tab=details&caller=search Double Layered student: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-24322215&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=91399-25&tab=details&caller=search http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-18122645&tab=details&caller=search Autonomous Learner: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-25854470&tab=details&caller=search http://www.facebook.com/album.php?id=1522802765&aid=2065151... http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-26587276&tab=details&caller=search