Learners with special gifts/talents Presented by: Kimberly Glasgow-Charles 05/2013

Objectives By the end of this presentation students should be able to: Define the term giftedness Identify the three main types of giftedness Discuss the origin and prevalence of giftedness Describe methods used to identify special gifts/talents Identify characteristics of gifted/talented learners Explore curriculum adaptations that are made for gifted/talented learners

Definition The term gifted has NO clear cut definition. Any definition of giftedness is shaped to a large extent by what the surrounding culture believes is most useful or necessary for its survival (Hallahan, Kauffman & Pullen, 2012).

Definition Disagreements about definition In what ways do students with a special gift/talent excel? How giftedness is measured? To what degree must a student excel to be considered gifted/talented? Who should comprise the comparison group? Why should students with special gifts be identified? 3

Terminology of Giftedness Precocity– remarkable early development. (Child prodigies) Insight– the ability to separate and/or combine various pieces of information in new, creative, and useful ways. Genius– rare intellectual powers. Creativity– the ability to express novel and useful ideas, to sense and elucidate new and important relationships, and to ask previously unthought-of , but crucial, questions.

Terminology of Giftedness cont’d Talent– a special ability, aptitude, or accomplishment. Giftedness– refers to cognitive superiority, creativity, and motivation of sufficient magnitude to set the child apart from the vast majority of age peers and make it possible for the child to contribute something of particular value to society.

Types of giftedness Analytic giftedness– involves being able to take a problem apart. They understand how the parts of a problem and how they are all interrelated. This is often a skill used to measure intelligence in conventional IQ tests. Synthetic giftedness— involves insight, intuition, creativity, or adeptness at coping with novel situations. These people are usually highly skilled and successful in the arts and the sciences. Practical giftedness– involves applying analytic and synthetic abilities to the solution of everyday problems, the kinds of skills that are characterized with successful careers.

Prevalence of giftedness Approximately 3.5% of U.S. school population is gifted/talent. Function of their definition

Origins of Giftedness Genetic and other biological factors Neurological functioning Nutrition Social factors Family School Peer group Community 6

Origins of Giftedness (cont’d) Families of highly successful people Personal interest in child’s talent Parents were role models Specific parental encouragement and reward Expected behaviors and values related to the talent present in home

Origins of Giftedness (cont’d) Families of highly successful people (cont’d) Teaching was informal in many settings Family interacted with tutor/mentor Parents observed practice, instructed, rewarded Parents sought special instruction Encouraged participation in events

Identification of Giftedness Commonly used methods IQ tests Standardized achievement test scores Teacher or parent nominations Peer or self nominations Evaluation of work or performances 7

Psychological & Behavioural Characteristics Far ahead of age group in specific areas of performance Learn to read easily or before starting school Can be advanced in one area but not in another Can become bored if not challenged

Neglected Groups with Special Gifts and Talents Underachievers Students low in socioeconomic status and in remote areas Students from cultural- or ethnic-minority groups Students with disabilities Females 9

Stereotypes Physically weak, socially inept, narrow in interest, prone to emotional instability Superior intelligence, physique, social attractiveness, achievement, emotional stability, and moral character Misconception that genius predisposes people to mental illness

Educational Considerations Education should have three characteristics: Curriculum designed to accommodate advanced skills Instructional strategies consistent with learning style Arrangements facilitating appropriate grouping Acceleration Enrichment 10

Enrichment vs. Acceleration Enrichment- Additional learning experiences provided for a student while remaining in the grade level appropriate to age Acceleration- Placing students with talents ahead of their age-appropriate grade level Students at all ages and grade levels are entitled to challenging and appropriate instruction if they are to develop their talents fully

Teaching Gifted Learners

Teaching strategies Create independent project activities Create academic competitions at school Plan “enrichment” activities Do not be an “expert” be a “facilitator” Create learning centers in the classroom so students can work at their own pace Incorporate multiple intelligences (linguistic, visual, bodily, musical, etc.)

Educational Considerations (cont’d) Early intervention Problems with definition, identification, programming, evaluation Negative attitudes inhibiting early intervention Superior intellectual and/or adaptive behavior, but emotional development similar to peers Lack of parental advocacy Lack of teacher training Financial constraints Laws preventing early admission to school Policies against advancing students to higher grade levels 11

Educational Considerations (cont’d) Transition to adulthood Possible need for personal or career counseling Acceleration programs versus enrichment 12

The ‘difficulty’ of being gifted Pressure from parents and friends Mean labels and being “different” Hard to become well-rounded Internal struggles of own desires and expectations for oneself

References Hallahan, D. P. & Kauffman, J. M., & Pullen, P. C. (2012). Exceptional Learners: An Introduction to Special Education. Boston: Pearson.

Activity Give two (2) reasons why it is important to identify student with special/gifts or talents in the classroom. Suggest (1) reason why you may not want to identify a student as gifted/talented.