Gifted & Talented ð Children are not discovered because: ðFamilies place no particular value on their special abilities; ðThey are not given the necessary opportunities or training. ðThose who are poor or members of minority groups may be deprived of chances to demonstrate and develop their potential.

Gifted & Talented ð Most of us feel a moral obligation to help those: ð who are at some disadvantage compared to the average person ðwho have a difference that prevents them from achieving ordinary levels of competence unless given special help

Gifted & Talented ð For persons with special gifts, we wonder about our moral obligation to help someone who is already advantaged: ðto become even better, ðto distinguish himself or herself further by fulfilling the highest promise of his or her extraordinary resources.

Gifted & Talented ð Definitional Dilemma: ðThere is no inherent rightness or wrongness in the definitions professionals use. ðSome definitions may be more logical, more precise, or more useful than others. ðWe are unable to say they are more correct in some absolute sense.

Gifted & Talented ð The terminology of giftedness: ðPrecocity - remarkable early development; ðInsight - ability to separate or combine various pieces of information in new, creative & useful ways. ðGenius - extremely high IQ ðCreativity - ability to express novel & useful ideas, and to ask previously unthought of, but crucial, questions.

Gifted & Talented ð Terminology continued: ðTalent - indicates a special ability, aptitude, or accomplishment. ðGiftedness - refers to cognitive (intellectual) superiority (not necessarily genius caliber), creativity, and motivation in combination and of sufficient magnitude to set the child apart from age-mates and make it possible for him/her to contribute something of particular value to society (Renzulli)

Gifted & Talented ð Giftedness, like beauty, is something defined by cultural consensus. ð So who exhibits giftedness? ðThere are five criteria for judging whether someone exhibits giftedness: ð1. Excellence, meaning that the individual must be superior to the peer group in one or more specific dimensions of performance.

Gifted & Talented ðCriteria continued: ð2. Rarity, meaning that very few members of the peer group exhibit the characteristic or characteristics. ð3. Demonstrability, meaning that the person must be able to actually exhibit the excellent and rare ability through some type of valid assessment. ð4. Productivity, meaning that the person’s performance must lead to or have the potential to lead to producing something.

Gifted & Talented ðCriteria continued: ð5. Value, meaning that the person’s performance is highly valued by society. ðSternberg believes that each of these five criteria is necessary and all five together are sufficient to define giftedness.

Gifted & Talented ð No federal law for students with special Gifts or Talents. ð State mandatory programs encompass: ð1. General intellectual ability ð2. Specific academic aptitude ð3. Creative thinking ability ð4. Advanced ability in fine and performing arts ð5. Leadership ability

Gifted & Talented ð In sum, children who realize most fully their potential for accomplishment have families that are: ðStimulating ðDirective ðSupportive ðRewarding of their abilities

Gifted & Talented ð The ways in which schools ðidentify giftedness, ðgroup children for instruction, ðdesign curriculum, and ðreward performance have a profound effect on what most able students achieve.

Gifted & Talented ð Children from higher socioeconomic levels already have many of the advantages: ðAppropriate education ðOpportunities to pursue their interests in depth and ðIntellectual stimulation ðthat special educators recommend for those with special gifts or talents.

Gifted & Talented ð Underachievers with Special Gifts & Talents: ð1. Females - due to social or cultural barriers to their selection or progress in certain careers. ð2. Students of racial or ethnic minorities - due to bias in identification or programming for their abilities. ð3. Students with obvious disabilities - due to their being overlooked or denied opportunities to achieve.

Gifted & Talented ð Clearly, females comprise the largest group of neglected students with gifts or talents. ðCultural factors work against the development and recognition of females with gifts & talents ðLower parental expectations ðOveremphasis on and glamorization of gender differences ðSchool and societal stereotypes of gender roles ðEducational practices detrimental to achievement

Gifted & Talented ð Disabled students with Special Gifts & Talents ðDisabilities keep us from recognizing abilities, ðIf a child lacks the ability to speak or to be physically active or presents an image associated with intellectual dullness (e.g. drooling, slumping, dull eyes staring), we tend to assume that (s)he has mental retardation.