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Gifted & Talented. A Resource File . Definitions. Federal Definition.
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Gifted & Talented A Resource File
Federal Definition • The term “gifted and talented” when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.
Kentucky’s Definition • Gifted and talented students are identified as possessing demonstrated or potential ability to perform at exceptionally high levels in one or more of five areas: intellectual aptitude; specific academic aptitude; creative or divergent thinking; psychosocial skills; or in the visual or performing arts. (KRS 157.200 and 704 KAR 3:285)
Terminology • Precocity – remarkable early development. • Insight – the ability to separate/combine various pieces of information in new, creative, useful ways. • Genius – a word sometimes used to indicate a particular aptitude or capacity in any area; rare intellectual powers. • Creativity – the ability to express novel and useful ideas, to sense and elucidate new and important relationships, and to ask previously unthought-of, but crucial, questions • Talent – ordinarily used to indicate a special ability, aptitude, or accomplishment.
Sternberg’s Theory of Intelligence • There are 3 main types of giftedness: • Analytic • Synthetic • Practical
Classification • 5 criteria for judging if someone is gifted and talented: • Excellence • Rarity • Demonstrability • Productivity • Value
Prevalence • Depends on the definition • Generally, 3-5% of U.S. students are identified as Gifted and Talented
Etiology • Genetic and other biological factors, such as neurological functioning and nutrition • Social factors and physical environments • Stimulation • Opportunities • Expectations • Demands • Rewards for performance
Identification Process • Nomination phase • Screening or identification phase • Selection or placement phase
Characteristics of Gifted & Talented Students • Far ahead of peers in specific areas • Possibly advanced in one area, but not another • Learn to read easily • Become upset when they are discriminated against or prevented from reaching their full potential • Happy, well-liked, emotionally stable, self-sufficient, and have a positive self-image • Wide variety of interests • Appear to make internal and external comparisons of their work • Self-aware, self-assured, socially skilled, and morally responsible
Effects of Cultural Values • All cultures have the concept of “giftedness.” • The American culture is ambivalent: • Americans like the good things that giftedness brings; • However, Americans do not like intellectual superiority.
Neglected Groups of Gifted & Talented Children • Many are disadvantaged by life circumstances: • Economic needs • Racial discrimination • Minorities • Disabilities • Gender • Females are underrepresented • Underachieves are often overlooked • They may underachieve due to emotional problems, or because the school work is not challenging for them.
Educational Considerations • Education of gifted and talented students should have 3 characteristics: • 1) A curriculum designed to accommodate the student’s advanced skills • 2) Instructional strategies that are consistent with the learning of the students with extraordinary abilities in the particular content areas of the curriculum • 3) Administrative arrangements facilitating appropriate grouping of students for instruction
Educational Considerations Continued • The two most common ways of accommodating gifted and talented students: • Acceleration • Enrichment
Early Intervention • It is important to identify children early so that their talents can be further developed. • It also helps make sure that a student’s abilities are not overlooked. • Currently, there is more emphasis on older students with gifts and talents as opposed to younger ones. • There is a lack of research to show effective ways to identify young children (i.e. before 3rd/4th grade). • Some school policies refuse to advance students past their chronological age peers.
Transition to Adulthood • Typically these students have a smooth transition. • Most know their strengths and weaknesses by this age. • Many need personal counseling about further education and career paths. • These are problems that mirror those of students with disabilities of the same age. • Again, acceleration and enrichment are the two primary accommodations.
Educational Aspects Designing, implementing, and assessing to meet the student’s needs.
Differentiation • Gifted and talented students may easily become bored in class – it is very important to challenge them. • Use Bloom’s Taxonomy:
Renzulli’s Seven Strategies • 1) Provide open-ended assignments • 2) Create opportunities for collaboration • 3) Use tiered assignments • 4) Let them pursue independent projects • 5) Find the right books • 6) Consider an accelerated program • 7) Aim for school-wide enrichment
Assessment • First Step = Pre-assessment • If there is no pre-assessment, there is no differentiation.
Intervention • RtI position paper from the National Association of Gifted Children • www.nagc.org/uploadedFiles/RtI.pdf • Some schools have a gifted and talented program for which students are pulled from class and taken to enrichment.
Social Impact • Parents may have to devote extra time to helping their child develop their gifts and talents. • Peers may feel inferior to a gifted student. • They may become discouraged because they aren’t advancing as quickly as their gifted peers. • Educators will consistently be challenged to differentiate their material to best fit the needs of the gifted student. • They will have to spend extra time when designing each lesson to make sure the gifted student will be challenged.
Overall Impact • Parents should nurture any gifts they see in their children. • They are usually the ones who see the gift first. • Peers should encourage gifted students to be successful. • Educators should differentiate their lessons to make sure the gifted student is consistently challenged to a higher level of thinking. • They should make sure that students are making year-to-year progress as well.
Local • Daviess County Public Schools: http://www.daviesskyschools.org/content_page2.aspx?cid=570 • Owensboro Public Schools: http://www.owensboro.kyschools.us/specialed/Teacher%20Resources/TeacherResources.htm
State • Kentucky Department of Education: http://education.ky.gov/specialed/GT/Pages/Gifted-and-Talented-Resources.aspx • National Association for Gifted Children, Kentucky information page: http://nagc.org/index.aspx?id=636
National • National Association for Gifted Children: http://nagc.org/ • Prufrock Press (website with resources and materials for gifted students): http://www.prufrock.com/ • National Society for the Gifted and Talented: http://www.nsgt.org/
Tips for Accessing Information • Information on gifted students can be found on multiple sites on the internet. • I found my best resources through the State and National resources on the previous slides. • Some of those sites will give you even more information and resources/materials if you become a member.
Conceptual Framework • Ethics • Advocacy • Service • Lifelong Learning
