A Discussion of How to Screen, Identify, and Serve Students with High Cognitive Ability

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Giftedness Defined by Test Score: In general, a child who scores in the top 2-3% on IQ, creativity or achievement tests may be safely identified as intellectually advanced. However, many schools choose to serve the top 5-6% so as to make the services more democratic. Unfortunately, the differences between a highly gifted (top 1/2%) and a moderately gifted child may be extreme. Successful gifted programming depends on educators understanding these differences. Giftedness Defined by Achievement: Students who exhibit superior academic, musical, artistic or leadership talents may be identified for GT programming. Giftedness Defined by Asynchronous Development: In 1991 a group of GT professionals and parents known as the Columbus Group defined giftedness as "asynchrony." The group stated that gifted individuals have "advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm." This definition targets the inner experience of the gifted individual and perhaps best explains why specific programming for GT individuals is necessary. It also explains why a gifted child might be years ahead of peers with certain cognitive skills while more typical or even immature in other areas of development.

Prodigy 1 Thoughts? What were his gifted characteristics? Would your district’s current program serve Keith (Junior)?

Prodigy 2 Thoughts? What were her gifted characteristics? Would your district’s current program serve Aelita?

Intense interest Task commitment Artistic/Psychomotor talent as recognized by experts in field What else?

“Food” for thought: Video on SC’s identification practices