1. Gifted, Creative, and Talented
Chapter Eighteen

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Introduction
Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance.
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3. Historical background
Several historical developments are related to giftedness:
Alfred Binet
Mental age
Stanford-Binet Intelligence Scale
Intelligence quotient, or IQ (MA/CA X 100 = IQ)
Multidimensional theory of intelligence
Creativity
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4. Definitions and concepts
All the definitions have moved away from the unitary measures of IQ to multiple measures of creativity, problem solving, talent and intelligence.
Critics argue definitions are elitist.
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Prevalence
3 percent to 25 percent of students in the school population may be identified as gifted.
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Characteristics
Many of the early studies of giftedness led to stereotypical views.
Research has been population specific.
Inadequate samples of females or people from culturally diverse and various socioeconomic groups.
Individuals who are gifted vary significantly.
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Characteristics
Gifted students are developmentally advanced in language and thought.
Generally, gifted students are well adjusted and socially adept.
Students share a number of personality attributes:
High energy and motivation to succeed.
Zest for problem solving.
Proclivity for risk taking.
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8. 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

9. Renzulli’s “ Three Ring” Definition of Giftedness

10. Figure 9.4 A Theoretical Distribution of Intelligence

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Origins of giftedness
Heredity or genetic endowment or environmental stimulation (Nature v. Nurture).
Tannenbaum’s (2003) Star Model : The dynamic and static interaction of:
Non-intellective requisites
Innate abilities
Chance
Special aptitude
Environmental influences
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Assessment
Assessment procedures are beginning to change.
Elitist definitions are being replaced with inclusive definitions.
Multiple sources of information are now collected.
The identification process is now directed at recognizing needs and potentials rather than labeling.
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Assessment
Multiple criteria.
Broader range of scores for inclusion in special programs.
Peer nomination.
Information provided by adaptive behavior assessments.
They also seek to understand:
Motivations.
Interests.
Capacity for communication.
Reasoning ability.
Imagination.
Humor.
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Assessment
The assessment process has changed from a one-dimensional to a multidimensional approach.
Schoolwide Enrichment Theory
Renzulli’s (2003) talent pool strategy
Teacher nominations.
Scales are able to assist teachers in making nominations of students who are gifted but may be overlooked due to underachievement or disruptive behavior.
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Assessment
The use of intelligence and achievement tests has been criticized because of the following findings:
IQ tests are useful in identifying underachievers.
Intelligence tests are limited in their use with individuals who are culturally different.
Achievement tests are not designed to measure the full extent of achievement of children who are academically gifted.
Creativity tests.
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Services and supports
Early Childhood
Parents can promote the early learning and development of their children in a number of ways.
Activities such as feeding, bathing, and dressing can be used.
Language and cognitive development can be encouraged.
Games and discussions become more sophisticated and encourage analysis, synthesis, and evaluation.
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Services and supports
Service delivery systems
A continuum model has been developed, with services ranging from regular class placement to special school placement
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18. Point to Ponder
Research suggests that most classroom teachers make no or only minor modifications to meet the unique needs of learners who are gifted.

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Services and supports
Acceleration.
allows students to achieve at rates consonant with their capacities.
Enrichment.
refers to experiences that extend or broaden a person’s knowledge.
Special programs and schools.
have been designed to advance the talents of individuals in nonacademic areas.
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20. Instructional Strategies
Higher level thinking, problem solving
Flexible grouping, cooperative learning
Cluster grouping, ability levels
Individualized pacing, complexity
Tiered assignments, challenging
Problem-based learning, authentic
Originality, fluency, flexibility, elaboration

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Services and supports
Career education
assist students in making educational and occupational decisions by providing opportunities to investigate and explore various fields
Mentoring
Mentor programs allow students the opportunity to work directly with professionals who are contributors in their fields
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22. Problems and challenges of giftedness
Career choices and challenges.
Pressure to achieve.
Social-emotional needs.
Access to adult role models.
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23. Historically neglected groups
Females
Number of girls identified as gifted appears to decline with age.
Gender-role socialization.
Problems demonstrating their abilities in careers and other pursuits.
Cultural expectations are changing, and as a result, options for women who are gifted are rapidly expanding.
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24. Historically neglected groups
Persons with Disabilities
Individuals with disabilities can also be gifted.
Perhaps most important is an assessment that allows the child to perform a task in which their disability is not an impediment.
Developmental delays present and the disabilities themselves pose the greatest threat to identification.
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