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GiftedTLSE 240
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Does the student… Have a curiosity about the world? Have many interests or hobbies? Use advanced vocabulary? Catch on quickly? Think abstractly?
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Then… Perhaps he/she
may be gifted or talented
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There are and have been different definitions referring to this population
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1972 Definition of Gifted and Talented Children Capable of high performance Require differentiated services/programs Have demonstrated achievement and potential
ability in theses areas
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continued General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual or performing arts Psychomotor ability
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1978 definition dropped psychomotor ability 1988 definition: high performance capability in
areas such as intellectual, creative, artistic, or leadership capacity or in specific academic fields.
Requires special services
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1994 Definition Does not use term “gifted” Recognized presence of talent among children
across all cultural and socio-economic groups Potential for remarkably high levels Require specialized services
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Definitions continued Some differentiate between gifted
(extraordinary ability and creativity) and talented (exceptional skills in a specific area such as art, music, science, or language)
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States use different definition Not covered under IDEA or 504 Largely up to states and school districts No requirement for states to develop
programs
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Recent Views Include a reference to commitment to task
(i.e., motivation and task completion) View that gifted behavior is an interaction
among ability, creativity, and task commitment
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Some Characteristics Outstanding memory Many interests, hobbies, and collections Passionate interest Intense Strongly motivated in area of interest May be unwilling to work on other activities
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Characteristics continued Track two or more things simultaneously Comes up with better ways to do things Sensitive Advanced sense of justice and fairness Aware of global issues May work in sloppy or careless manner
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Invisible Gifted Minorities
Disabled
Females
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Misconceptions Advanced
intellectually but behind physically, socially, and emotionally
Superhuman and exceptional in every way
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Identification Uni dimensional approaches
OR
Multidimensional approaches
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Identification continued IQ tests (IQ of 130; 2 SD’s above mean) Academic assessments Tasks of creativity Teacher nomination Parent suggestion Observations, rating scales, etc.
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Identification continued Gardner’s Model of Multiple Intelligence
Linguistic Logical-mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic
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May have a screening and/or referral and evaluation team
If district criteria are met, the student is recommended for placement, and a plan is developed
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Some Programs/Approaches Resource programs
Self-contained programs
Inclusion programs
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Definitions Student acceleration – rapid movement of
student through school (i.e., 16 yr old in med school)
Content acceleration – rapid movement through the curriculum (i.e., 5th grader doing algebra in 5th grade math class)
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continued Enrichment – provide supplemental learning
opportunities to branch off the general curriculum
Independent learning Authentic learning Higher order thinking projects Community based projects
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continued Curriculum compacting – opportunity to
demonstrate what is known about a subject (i.e., can pretest/test out of something)
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Magnet Schools Advanced placement classes College credit for high school classes Honors sections Ability/cluster groupings
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Groupings Need to be with “like-minded” peers for at
least part of the day Find cooperative learning (mixed ability
groups) too slow and repetitive Summer camps or programs
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Remember the Need to be challenged
DO NOT Just give them more work Just let them be peer tutors
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These Students Need Different opportunities
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Scenarios Student “aces” quizzes and tests but never
hands in daily homework which largely influences grade
Student only performs well on topics of interest
Student complains to others that the work is too easy or babyish
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May need grading adjustments May need support to work in areas
of dislike May need to test out of subjects May need to learn about individual learning
styles/abilities
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Remember These children are
still children first…with all of the needs that all children have