Students who are Gifted and Talented Chapter 15 Copyright © Allyn & Bacon 2008

Chapter 15: Students Who Are Gifted and Talented 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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 Describing the Characteristics

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Students of color and those with disabilities have been underrepresented in programs for students who are gifted and talented.

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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.

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Renzulli’s Conception of Giftedness

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Gardner’s Theory of Multiple Intelligences Logical-Mathematical Linguistic Musical Spatial Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Gardner’s Multiple Intelligences l

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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.

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Representational Characteristics Creative Thinker Learns Rapidly Abstract Thinker 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Social and Emotional Characteristics Sense of justice Altruism and idealism Sense of humor Emotional intensity Perfectionism High level of energy Strong attachments and commitments Aesthetic sensitivity

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Placement Options for Gifted and Talented Students

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented Transition Challenges Ownership of abilities Dissonance Competing expectations Impatience Premature identity

Copyright © Allyn & Bacon 2008Chapter 15: Students Who Are Gifted and Talented 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