Chapter Eighteen. Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance. “Copyright©

Chapter Eighteen

Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance.

“Copyright© Allyn & Bacon 2006”

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 intelligenceCreativity


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.


3 percent to 25 percent of students in the school population may be identified as gifted.


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.


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.


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

Renzulli’s “ Three Ring” Definition of Giftedness

Figure 9.4 A Theoretical Distribution of Intelligence

Heredity or genetic endowment or environmental stimulation (Nature v. Nurture).

Tannenbaum’s (2003) Star Model : The dynamic and static interaction of:


Chance

Environmental influences

Non-intellective requisites

Special aptitude

Innate abilities

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.


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.


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.


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.


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.


Service delivery systems

A continuum model has been developed, with services ranging from regular class placement to special school placement


Research suggests that most classroom teachers make no or only minor modifications to meet the unique needs of learners who are gifted.

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.


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

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


Career choices and challenges.

Pressure to achieve.

Social-emotional needs.

Access to adult role models.


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.


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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Chapter Eighteen. Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance. “Copyright©