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The question "What makes giftedness?" has been debated for decades, with renewed interest over the past 20 years as new theories of intelligence emerged, questions of equity were raised, and resources in schools declined. To shed light on this complex and controversial question, we will draw heavily on the theoretical and research literature associated with the study of gifted and talented persons, but our approach also reflects the point of view of educational practitioners who have devoted significant time and effort to translating research and theory into defensible identification and programming practices. In this chapter, an explanation of key features to be included in a definition of giftedness is followed by a review of the types of giftedness typically identified by school personnel and a summary of purposes for educating gifted students. Subsequent discussion of the developmental nature of giftedness and a rationale for viewing giftedness as a displayed behavior rather than a possessed trait lead to an explicit definition—the Three-Ring Conception of Giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The Internet is generally a positive development. There are, however, serious risks to the general population. Getnetwise.org lists a number of important types of risks that are available to children. We posit that the highest risks for children are among the following: Exposure to inappropriate material, meeting dangerous strangers, harassment, power without accountability, anonymity, gender-swapping, and loss of personality. Are the gifted at any greater risk? No one knows for sure, but it is possible that some proportion of the gifted may be at greater risk than others. Who are the risky gifted? We define the risky gifted as that portion of the gifted population who may be at greater risk of danger on the Internet, possibly even as a result of their giftedness. Among the gifted who may be more at risk are those who are more curious, energetic, or imaginative. If so, they may be more exploratory, more prone to intellectual risk taking, more sensitive, and more affected by tragedy. Internet risks to children in general are now receiving mainstream attention (Jackson, von Eye, & Biocca, 2003). The particular characteristics of many gifted children invite us to speculate about curiosity or inquiry driven activity using the Internet. Let us consider several of these possible risks in more detail. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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The term identification, when used in an educational context, is very broad and encompasses processes that might be in place for deciding which students will be offered particular services within a school or school district, which students might be selected for a special school, or who is given the option of attending a summer Governor's School. Before any program personnel can determine who will be selected for participation, the definition of whatever construct is to be identified must be clear and agreed upon. Because of the many conceptions of giftedness found in the theoretical and research literature, the first and most important decision that should be made regarding practical procedures for identification of gifted students is to select a conception or definition of giftedness to guide decision making. Once consensus is reached on a definition of giftedness, this definition provides guidance in determining who needs to receive special services and the method one will use to select those students. The process of identification will, of course, vary considerably depending on how a school district defines giftedness. But in any identification plan, regardless of the definition chosen, a common set of questions can be used to guide how decision makers respond to the recurring and problematic questions surrounding the identification of students for special programs and services. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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