Gifted Education Advocacy Presentation

Gifted Learners:A Closer Look at Who They Are and

What They Need

By: Jennifer Barrett

Who are the Gifted?

• The U.S. Department of Education defines giftedness as: “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.”

(Callard-Szulgit, 2012, p. 13)

Common Characteristics of Gifted Learners(Callard-Szulgit, 2010, p.10-11)

• Able to express themselves easily, succinctly, and without hesitation

• Accomplished across a broad range of skills

• Easy recall of facts and mastery of knowledge

• Enjoys detailed discussions• Enjoys/prefers adult company• Broad base of knowledge- knows

many facts• Delightful sense of humor and

appreciates wit• High expectations of self and others• Sensitive, intuitive• Demonstrates intense concentration

and attention in areas of interest- can become highly focused and absorbed

• Learns quickly • Likes to assume leadership roles• Loves learning• Nonconformist• Perfectionist• Observant• Persistent• Questioning, curious, inquisitive• Self-critical• Can be highly opinionated• Can be very intense

Common Problems faced by the Gifted(Webb, 2011)

• Boredom: gifted children spend 25-50% of their time waiting for others to catch up

• Underachievement: many gifted children are underachieving by 2-4 grade levels

• Peer issues• Belongingness• Anger/depression• Power struggles• Stress/ Perfectionism• Misdiagnosis• Health/behavior problems (asthma, allergies)• Problems sleeping (night terrors, bedwetting)• Judgment Lags behind Intellectual Abilities

Common Myths of Gifted Education(Myths/Realities presented by Winner, 1996)

There are many myths that exist about giftedness that we must be made aware of. It is essential that these myths are revealed so that

educators can be provided with accurate information regarding our gifted students.

Myth #1: Global Giftedness

Gifted students are gifted across all domains/subject areas.

RealityWhile some students may

demonstrate giftedness in all subject areas, this is more the exception than the rule. In fact, many students may

show giftedness in one area (language or math) and struggle in another.

Some may even be gifted in one area and have a learning disability in

another (known as Twice-Exceptional students).

Myth #2: Talented But Not Gifted

Students who demonstrate exceptional ability in academic areas (skills assessed by an IQ test) are considered gifted, those who show exceptional

ability in the areas of the Arts (music, dance, art) are considered talented.

Reality

There is no justification for a distinction between gifted and/or

talented students in academic areas vs. arts or athletics. Students in both

areas may demonstrate an exceptional ability in their area and

therefore should be considered gifted.

Myth #3: Exceptional IQ

Gifted students perform exceptionally well on an IQ test.

Reality

An IQ test measures a narrow range of abilities, dealing with language

and numbers. Therefore, giftedness does not require an exceptional IQ, as a student who is gifted in the Arts

may not demonstrate their ability through this type of assessment.

Myth #4 and #5: Biology vs. Environment

• Giftedness is entirely inborn/genetic.• Giftedness is entirely a result of one’s

experiences/environment.

Reality

Both nature and nurture play an important role in the giftedness of a child. Biology determines whether a

gift exists for the environment to provide support to reach the full

potential for ability.

Myth #6: The Driving Parent

Gifted children are “made” by obsessive parents desire for their child to be stars. They may push their children too far and be a destructive force.

Reality

Parents do not create their child’s giftedness. However, their support can help nurture them so that their

gifts can be fully developed.

Myth #7: Glowing with Psychological Health

Gifted children are popular, well-adjusted, and glowing with psychological and physical health.

Reality

Gifted children are often socially isolated from their peers and unhappy emotionally. While

moderately gifted children may fit this idealized vision, those who are extremely gifted may experience

ridicule and depression.

Myth #8: All Children Are Gifted

All children could be considered gifted and therefore there is no need for any specialized

education for gifted students.

RealityWhile all students may have areas of

strengths and/or special talents, and a potential for learning, not all students can be identified as gifted according to the U.S. DOE’s definition of giftedness.

Gifted students show exceptional ability well above those of their same-aged peers. These students do require

an individualized education to meet their unique needs.

Myth #9: Gifted Children Become Eminent Adults

Gifted children go on to become prominent and creative adults in the future.

Reality

While some gifted children do go on to become successful adults, many

may become burnt out, pursue other areas of interest, and do not in fact

do anything creative.

Other Common Misconceptions• Gifted students do fine in the regular classroom because

teachers challenge all students.• Gifted education programs are elitist.• Acceleration placement options are socially harmful to gifted

students.• Gifted students do not need help because they can do things on

their own.• Gifted students always show/emphasize their abilities.• Gifted students enjoy being role models for their peers and

help others learn by sharing their knowledge.• Gifted students are easy to teach and parent.• A gifted student wouldn’t receive poor grades.• “For someone so bright, you have no common sense.”

Reality• Gifted students do require a specialized

education to meet their needs. Gifted education programs can help do this.

• Gifted students do face problems and need support to succeed. They are not fine on their own.

• Gifted students may not always demonstrate their ability and perform to their highest potential (underachievement and boredom)

• Common sense and giftedness do not go hand in hand.

Meeting the Needs of the Gifted

Gifted students have the right to an education that is appropriate to their ability levels. There

are various program models, curriculum developments, and teaching methods that can help to meet these unique needs of our gifted

students.

Programming for Gifted Education

• Acceleration: moving the student to a level of study that matches his or her aptitude and mastery level in on or more area

• Enrichment: classroom teacher provides additional work and/or activities/materials for individual students who already have mastered the grade-level materials

• Curriculum Compacting: students may pretest our of units of study they have already mastered and pursue other studies of interest of more advanced materials in the current curriculum being studied

• Differentiation: teaching approach that focuses on the higher-level thinking skills of application, synthesis, and evaluation and can be applied in the education areas of content, process, and product in the learning environment

Final Thoughts

• It is imperative that educators learn to identify our gifted students and provide them with the appropriate education they deserve.

• We must allow our gifted students to advance their thinking and meet their fullest potential by challenging them and providing them the appropriate supports to meet their unique academic needs.

• What works for gifted students, works for ALL students!

References

• Callard-Szulgit, R. (2010). Parenting and Teaching the Gifted 2nd Edition. Baltimore, MD: Rowman and Littlefield.

• Callard-Szulgit, R. (2012). Perfectionism and Gifted Children. 2nd Ed Lanham, MD: Scarecrow Education.

• National Association for Gifted Children (2012). Retrieved from www.nagc.org.• Webb, J. (2011). Accurate Assessment? Asperger's Disorder,

and Other Common Misdiagnoses and Dual Diagnoses of Gifted Children. Accessed from http://videos.med.wisc.edu/videos/32540.

• Winner, E. (1996). Gifted Children: Myths and Realities. New York: Basic Books.