Of Gifted and Talented Needs

Giftedness definitions vary and educational programs are typically underidentified and underserved for the gifted and talented especially those from diverse cultural backgrounds.  Prevalence rates are generally accepted as 2% in schools.  Students generally spend time in general education classrooms providing teachers the challenge to adapt curriculum to challenge and reward them.


In BC, the definition is: "a student who possesses demonstrated potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.  Students who are gifted often demonstrate outstanding abilities in more than one area... However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning." (BC Ministry of Ed, 2002).



Renzulli and Reis (1991) suggested three interlocking trait clusters:

1. High Ability 
2. High Creativity 
3. High Task Commitment

Gardner and Hatch (1989) suggest the popular model of multiple intelligences - eight areas of ability (as illustrated in the graphic by Mark R. Kaser).

Causation is attributed to a combination of biological and environmental factors with positive effects accorded to genetics, nutrition and high stimulation/high expectation home environments.

Some myths held about these students (as illustrated in the Far Side cartoon above) include that they are:

• Geeks and Nerds
• Weak, Socially inept
• Holding Narrow interests, Emotional instability
• Bored with antagonism toward educators
• Able to excel without Special Education

A) Characteristics of the Gifted

A wide range of characteristics exist and an interesting paradox, as well, in that certain positive behaviours like curiosity and certainty they are rights can be interpreted as annoying or disruptive to teachers or other students.

Clark (2002) in Growing up Gifted, presented a comprehensive summary with 4 main domains:

1. Cognitive Function - including advanced comprehension, unusual retentiveness, comprehensive synthesis, an evaluative approach to self/others, unusual intensity, flexible thought processes, high levels of language/verbal ability
2. Affective Function - including keen sense of humour, advanced levels of moral judgement, unusual emotional depth and intensity, high expectations of self/others, idealism and a sense of justice, strongly motivated by self-actualization needs and leadership ability  
3. Physical Setting/Sensing Function - including unusual quality of input due to heightened sensory awareness, unusual discrepancy between physical/intellectual development, low tolerance for the lag between their standards and their athletic skills and Cartesian split
4. Intuitive Function - including early involvement and concern for intuitive knowing, open to experience and experimenting with psychic and metaphysical phenomena, creative approach in all areas and an ability to predict; interest in future

B) Identifying Giftedness and Talented Students
Assessment starts with awareness of behaviours displayed by gifted students.  Recognition should result in further assessment, tests, interviews, portfolio collections and assessments and ultimately referral to professionals.

Clark provides a list of these behaviours with samples including:

• Visual or Performing Arts ability
• Leadership abilities like organization, risk-taking, cockiness, synthesis
• Creative abilities like vivid imagination, controversial questions, love of novelty
• Academic abilities like fascination with a field, inventing new codes/systems, unusual abilities in reading/math
• Cognitive ability like talking a lot, daydreaming, solving problems, seem to be a loner, often have a better reason than you do for not doing what you want done (OMG - better have my 9 year old assessed :)

Another generally accepted assessment tool is an IQ or Intelligence Quotient test.  A score of 145+ indicates gifted and a score of 160+ indicates genius.  The normal range is 85 to 115 with above average at 130.  However, these tests are culturally biased and subjective so teachers should use caution in their application.

Teachers need to

C) Classroom Adaptations and Modifications
Consistently stressed in the literature is the need for differentiated programming that matches student needs, that core content is also important, that specialized curricula is required and that acceleration, moving at a more rapid pace, is the intervention best supported by research (Van Tassel-Baska, 1989).

A sample of curricula goals for gifted children (Cline S. and Schwartz D. 1999. From Diverse Populations of Gifted Children) includes:

• More elaborate, complex, in-depth study of major ideas and themes
• Development of productive thinking skills 
• Encourage exposure to specialized resources
• Promote self-directed learning
• Evaluate students with stress place on their abilty to perform at a level of excellence

Clark (2002) suggests that all programs for the gifted "provide differentiation, flexible grouping, continuous progress, intellectual peer interaction, continuity, and teachers with specialized education."  A positive consideration is that many children other than the gifted ones can also benefit from special methods like enrichment, research skills instruction, activities geared to different ability levels, compacted curiculum, open-ended and conceptual questions and the application of the latest technologies. 

Teachers need also to pay attention to the Socio-Emotional needs of these children who may suffer anxiety, peer acceptance, introversion, perfectionism or lack of motivation or could benefit from a relationship where conceptual topics can be comfortably raised.  Peer tutoring can be an effective method, used in moderation, of engaging gifted students and can improve their acceptance as leaders.


Some helpful resources for gifted secondary student lesson plans and curriculum can be found at Education World, Science and Math lessons at goENC.com and technology application in the classroom at rtec.org.