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

2. 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

3. 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).

4. 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

5. 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.

6. 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.

7. 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.

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

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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Teaching Gifted Learners

19. 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.)

20. 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

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

23. 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

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

25. 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.