1. Students who are Gifted and Talented
Chapter 15
Students who are Gifted and Talented

2. Defining Giftedness
Currently, 32 states have laws requiring schools to provide gifted and talented education; only 6 states have full funding
IDEA does not require states to provide services
More girls than boys
Under representation of students from diverse backgrounds

3. Describing the Characteristics
High general intellect
Prodigy
Intelligence Quotient (IQ) can range from 125 to 200
Creativity
Leadership ability
Talents in visual and performing arts
Social and emotional characteristics
Origin: Interaction between nature/nurture

5. Students of color and those with disabilities have been underrepresented in programs for students who are gifted and talented.

6. Javits Definition of Giftedness
Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.

7. Renzulli’s Three-ring model of Giftedness
Above average ability- including high intelligence
Creativity - the ability to formulate new ideas and apply them to the solutions of problems
Task Commitment - a high level of motivation and the ability to see a project through to its completion

8. Renzulli’s Conception of Giftedness

9. Gardner’s Theory of Multiple Intelligences
Logical-Mathematical
Linguistic
Musical
Spatial
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Gardner’s Theory of Multiple Intelligences

10. Gardner’s Multiple Intelligences

11. Prevalence, Race, and Gender
No single measure of prevalence
Minority groups are significantly under-represented in gifted programs
Girls are under-represented in some samples, not others. Underrepresented in math and sciences.

12. Representational Characteristics
Creative
Thinker
Learns
Rapidly
Abstract
Exceptional
Talent
Intrinsically
Motivated
Intellectual
Curiosity
Thinks Out of the Box
Early Reader
Excellent
Memory
Highly
Verbal
Synthesis & Analysis
Easily Bored
Dislikes Routines &
Rules
Mature & Relates to Adults
Leadership
Qualities
Exhibits Sustained
Attention

13. Cognitive Characteristics
Ability to manipulate abstract symbol systems
Power of concentration
Unusually well-developed memory
Early language interest and development
Curiosity
Preference for independent work
Multiple interests
Ability to generate original ideas

14. Social and Emotional Characteristics
Altruism and idealism
Sense of justice
Sense of humor
Perfectionism
Emotional intensity
High level of energy
Strong attachments and commitments
Aesthetic sensitivity

15. Underlying Principles of Effective Assessment
Two-stage assessment process
Measures to match programs
Using domain-specific checklists
High ability alone is not giftedness
Professional judgment of individual profiles

16. Placement Options for Gifted and Talented Students

17. Determining Supplementary Aids and Services
Acceleration
Student moves more rapidly through the curriculum
May include “skipping” classes or grades
Compact the Curriculum
Assess parts of the curriculum already mastered
Teacher only teaches curriculum not already mastered
May start by doing most difficult task first

18. Transition Challenges
Ownership of abilities
Dissonance
Competing expectations
Impatience
Premature identity

19. Parent Strategies Read to children
Provide educational puzzles and games
Hold dinner table discussions
Use adult friends as mentors
Provide trips to the library and museums
View films and programs together
Encourage creativity