Profiles of the Gifted and Talented Characteristics of the Gifted Dr. Scrivner & Dr. Toop

Type I : Successful 90% of identified gifted are Type I Have learned the system Learned well; score high on IQ and achievement tests Usually easily identified for gifted program Often become bored with the system Get by with little or no effort Dependent upon parents and teacher Fail to learn needed skills –but DO achieve Are liked by peer group Dependent on the system Young adults may underachieve in college

Type II: Challenging School systems fail to identify Type II Possess a high degree of creativity Appear obstinate, tactless, or sarcastic Question Authority: challenge the teacher – in front of the class Do not conform Receive little recognition, honors or awards May not feel included in the social group Strong sense of humor and creativity that is appealing to peers Spontaneity may be disruptive Possess negative self-concept May be “at risk” – dropouts for drug addiction or delinquent

Type III: Underground Generally are middle school females or HS males Deny talent in order to be accepted May undergo sudden radical transformation, losing interest in previous passions Frequently feel insecure and anxious Needs are often in conflict with teacher and parent expectations Adult reactions increase anxiety and denial Tendency to push these children—to insist they continue with ed program – no matter how they feel

Benefit from being accepted as they are Should not be permitted to abandon all projects or advanced classes – explore alternatives Challenging resistant adolescents may alienate them from those who can help

Type IV: Dropouts Are angry Feel rejected Have interests outside the school environment or curriculum School is irrelevant and/or hostile Are usually HS students – may be elem or MS Are bitter and resentful Low self-esteem issues

Need traditional program Need for family counseling AND individual counseling Test for areas of remediation

Type V: Double-labeled Physically or emotionally handicapped; LD Majority of programs do not identify or provide programming Do not exhibit “traditional” gifted behaviors Have sloppy handwriting Have disruptive behavior Often confused about inability to perform school tasks Show symptoms of stress

Feel discouraged, frustrated, rejected, helpless or isolated Deny they have difficulty by claiming assignments are boring or stupid Use humor to demean others to bolster their lagging self-esteem Avoid failure; are unhappy about not living up to their expectations Are often impatient and critical and react stubbornly to criticism Traditionally – these students are ignored; perceived as average students Schools focus on their weaknesses

Type VI: Autonomous Learner Few gifted children demonstrate this style at an early age Have learned to work effectively in the school system Learned to use the system to create personal opportunities They do not work for the system, they make the system work for them Have strong, positive self-concepts They are successful

Receive positive attention and support for accomplishments and who they are Well respected by adults and peers Frequently serve in leadership capacity in school or community Are independent; self-directed Are able to take risks Have strong sense of personal power They realize they can create change in their own lives – do not wait for others to facilitate change Express their feelings, goals and needs freely