Gifted, Creative, and Talented Chapter Eighteen

“Copyright© Allyn & Bacon 2006” Introduction Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance. “Copyright© Allyn & Bacon 2006”

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 “Copyright© Allyn & Bacon 2006”

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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” Prevalence 3 percent to 25 percent of students in the school population may be identified as gifted. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

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

Renzulli’s “ Three Ring” Definition of Giftedness

Figure 9.4 A Theoretical Distribution of Intelligence

“Copyright© Allyn & Bacon 2006” 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 “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

“Copyright© Allyn & Bacon 2006” Services and supports Service delivery systems A continuum model has been developed, with services ranging from regular class placement to special school placement “Copyright© Allyn & Bacon 2006”

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.

“Copyright© Allyn & Bacon 2006” 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. “Copyright© Allyn & Bacon 2006”

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

“Copyright© Allyn & Bacon 2006” 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 “Copyright© Allyn & Bacon 2006”

Problems and challenges of giftedness Career choices and challenges. Pressure to achieve. Social-emotional needs. Access to adult role models. “Copyright© Allyn & Bacon 2006”

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. “Copyright© Allyn & Bacon 2006”

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. “Copyright© Allyn & Bacon 2006”