Characteristics Of Gifted And Gifted

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

A Gifted and talented (G/T) student” is “one who . . . exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field” (Aldine ISD Board Policy Manual, 2014). The Texas Education Agency (TEA) provides a state plan, which outlines the standards for Texas schools to be in compliance. It also offers the educational opportunities these students should receive. In fact, there are performance measures for five aspects of G/T programs including student assessment, service design, curriculum and instruction, professional development, and family and community involvement. The plan assists districts in delivering these comprehensive services to

Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. In K.A. Heller, F.J. Monks, R. J. Sternberg & R.F. Subotnik (Eds.). International handbook of giftedness and talent (2nd ed., pp. 365–386). Amsterdam: Elsevier.

“The Office of Gifted Services reflects this philosophy and complies with Virginia Regulations Governing Educational Services for Gifted Students based on the following concepts:

I evaluated the information in the document above based upon Moon’s (2013) nine measures to consider in comprehensive gifted education program. I think that FCCPS does a considerably good job addressing these nine guidelines. However, I believe they should consider more non-standardized materials and data while considering students for identification.

Gifted and Talented (GT) students will receive a quality instruction from a certified teacher who is endorsed by the State of Texas in GT Education. A Gallery understands the importance of offering academic rigor and relevance. A Gallery GT Program will be specifically designed to challenge those qualified students who have the ability to think at higher levels of reasoning.

In week 9 we were required to take a sample IQ test to have an idea of what are IQ scores may be. On this test I scored 129. In our book I learned that the score of 130 is the minimum score that you need to get to be considered gifted. Although I know I am

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

While the definition (“the ability to learn or understand or to deal with new or trying situations”) seems self-explanatory, what this translates to in showing someone with above-average intelligence is definitely a matter of opinion. The first definitions of giftedness all focus on intelligence as a quantifiable characteristic. Take a test and be given a number – this is the way that we can make sure to be fair to all students. And this definition is used for quite a long time, being California’s definition of giftedness maintaining IQ as the only characteristics that matters in determining intelligence until the late 1970s. Later definitions begin to include achievement as a qualifier of giftedness and, in turn, intelligence. The definitions

Adams County public school system’s current program doesn’t seem to recognize any minority or poor students who could be considered gifted. Educators in this district and committee members seem to lack any motivation to include diverse learners in their program. The fact that Adams County only recognized three out of four hundred thirty-eight over a five-year span is appalling. I feel Adams County need some major changes to extend their idea of giftedness. It needs to start with intensive and in-depth teacher training along with community outreach and awareness programs to help educate parents about giftedness. For instance, parent could learn ways to better support their children and help identify their child’s areas of giftedness.

cognitive ability. This test can get students into gifted programs in schools and was used by the

Gifted students are mistakenly perceived as individuals with the intellectual capacity to excel in their endeavors whether it is academically, artistically, athletically, or musically; however, this is one of the most common myths educators believe. According to the National Association for Gifted Children (n.d.), gifted students are those who have outstanding abilities to reason and learn or who demonstrate exceptional proficiency in one or more areas such as mathematics, language, painting, dance, sports, and more. With this definition, the gifted youth likely are capable of achieving their goals on their own, but these kids have demands that must be met in order for them to succeed. Some teachers argue that gifted students do not require

Terman's longitudinal giftedness study determined that the individuals who ranged from 130 to 200 in the IQ test would be referred to as geniuses. These individuals were called Terman's "Termites" they were above average in height, weight, and physical attractiveness. Furthermore, with this study Terman was able to demonstrate that his geniuses were more resistant to mental illnesses than the average intelligent beings. The highly advanced individuals were very successful once they grow up into adults they had more collegiate degrees and had profitable jobs than their average

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and