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This chapter presents a definition of the gifted/talented individual, a model of giftedness, and provides examples of student characteristics in specific areas of giftedness to help in identification of gifted children. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. 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. This concept of capability or potential is addressed in Gagne's Differentiated Model of Giftedness and Talent, Gagne has proposed that "gifts," which are natural abilities, must be developed to become "talents," which emerge through the systematic learning, training, and practicing "of skills characteristic of a particular field of human activity or performance". The development of gifts into talents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. Professionals who are primarily responsible for the identification process must remember that gifted and talented students must have an opportunity to perform. Students who are in classrooms where no differentiation is present are less likely to exhibit these characteristics. In addition, gifted and talented students will demonstrate many, but not all, of the characteristics that are listed in each area or may show potential or performance in only one area. It is important that professionals, parents, and others involved in the identification process look for these characteristics over a period of time and in a variety of situations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Nine-year-old Stephen reads orchestral scores as he hums the music aloud in perfect tune. Reading musical scores is one of Stephens favorite activities, vying only with reading college-level computer programming manuals. At an age when most children are concentrating on fourth-grade arithmetic, Stephen has already earned a prize in music theory that is coveted by adults (Winner, 1998). Brian was prescribed Ritalin when he was young to assist in controlling his hyperactive behavior. He also received resource room support in grades 3 and 4. Currently, his sixth-grade teacher reports that distractibility and basic reading skills still pose problems for him, yet his WISC-R scores include a Verbal IQ of 118 and a Performance of 128 (Crawford & Snart, 1994). Brad does not have the motor control to paint, draw, or do geometric constructions, yet he did well in both art and geometry. He cannot speak, yet he attained As in both speech and French (Willard-Holt, 1998). Question: Which of these children are girted? Answer: All of them. These children are examples of individuals who are asynchronous or uneven in some aspect of their development. They defy the notion of what Winner (1998) termed "global giftedness," a phrase that denotes ability or talent in all academic areas. In today's educational system, the myth of global giftedness is quite prevalent. While some students are talented in all academic areas, many more are not. Unevenness tends to be the rule rather than the exception. Thus, many children, due to a deficit in some aspect of development, are excluded from gifted programming--something many of them desperately need. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Too often, regular classroom teachers are unaware of the existence of a unique population: children who are gifted and have a learning disability. Giftedness can be defined as potential or demonstrated ability to achieve excellence in any area of human endeavor (Whitmore, 1981). A learning disability is generally defined as a severe discrepancy of at least one standard deviation between full-scale intelligence and performance in one or more areas. Thus, the "twice-exceptional" gifted/LD student fits both definitions due to high potential or ability concurrent with the experience of learning problems. While gifted/LD students have characteristics of both gifted and learning-disabled students, they also have their own unique characteristics. Therefore, they must be treated as a separate population. Although the research has acknowledged this population (Whitmore, 1981) and developed procedures for identification (Barton & Starnes, 1988), this information has not been transported into many classrooms. Children who are both gifted and learning disabled are often overlooked and underserved. The majority of school districts have no procedures in place for meeting the education needs of this group; but, at the same time, they have indicated an interest in improving in this area (Boodoo, Bradley, Frontera, Pitts & Wright, 1987). The key to meeting the educational needs of the gifted/LD population is thorough dissemination of information and strategies to regular classroom teachers through the use of staff development provided by the gifted coordinator. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The era of No Child Left Behind legislation is an excellent time to examine the field of gifted education. Bines (1991) lamented that, after more that 70 years of research, there is not even consensus on an operational definition of giftedness or the most reliable method for identifying gifted students. Evidence does support the following statement: There are some youngsters who are born with the capability to learn faster than others those ideas or concepts that societies value in children and in adults (Baldwin, 1994). According to Dalzell (1998), giftedness may be defined simply as intellectual precocity. Incumbent upon educators remains the challenge to resolve these lingering obstacles in order to best serve the students who are identified as gifted and therefore entitled to gifted education services. Topics discussed in this chapter include the nature of giftedness, the evolution of giftedness in the U.S., identifying giftedness, and designing classrooms for exceptional students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

Asperger's Syndrome (AS) is a pervasive developmental disorder on the autism spectrum characterized by social deficits, relatively normal language and cognitive development, and the presence of idiosyncratic interests. Repetitive speech or actions and pedantic speech, often concerning the person's intense interests in a restricted subject matter, and clumsiness may co-occur (Klin, Volkmar, & Sparrow, 2000; Myles & Simpson, 1998). AS may occur in gifted individuals. This chapter examines the characteristics of gifted children with Asperger's Syndrome and appropriate strategies for serving them. The two conditions tend to mask one another, making identification of either more difficult, particularly because most professionals are trained in either giftedness or autism spectrum disorders, but rarely in both. In this chapter, I will review the history of Asperger's Syndrome, describe the characteristics of people with AS and discuss their identification, and then describe some common characteristics and suggested educational modifications recommended for members of this subgroup. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Today, 1999, vol. 22, no. 5. As gifted children grow into adolescence and adulthood, they often experience the need to create a make-believe self to inhabit in the everyday world in order to hide their individuality and uniqueness. They must create a façade, a mask that hides their giftedness, the true self. Gifted females, in particular, are at high risk of losing themselves behind a mask of conformity. If left alone, many gifted girls will find the façade they effected slowly taking over their personality until all they perceive is this false self. By the time adulthood is reached, they have successfully obliterated their true self. This can cause many problems, including depression, loss of perceived ability, self-doubt, lowered self-worth, and feelings of hopelessness and loss. The numerous frustrations, stresses, and special problems coping with life that gifted females encounter have only recently received much attention and study. It is important for counselors to realize that, although most females encounter some strife growing up, "[gifted girls] can, however, experience emotional problems capable of crippling the human spirit" (Schauer, 1976, cited in Strip, Swassing, & Kidder, 1991, p.124). In order for gifted girls to develop into healthy, fulfilled, intellectualized adults, there are a variety of needs that must be addressed. Of greatest importance, they should be assisted in peeling away the mask and discovering who they are so that they may eventually learn to accept and like that true self. It is not just important, but critical that specialized counseling services be available for gifted females of all ages, as well as for their families. It is important that counselors be aware of the special needs and strengths of this population. Without an adequate understanding of the gifted female "experience," the proper help cannot be offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Schools face difficult decisions about the appropriate placement of students in mathematics classes. Although one of the educational goals for the United States was to be "first in the world in mathematics and science achievement by the year 2000", the evidence from a variety of sources demonstrates that this goal has not been realized. Neither the practice of tracking nor that of heterogeneously grouping mathematics students has led to quantifiably higher standardized testing outcomes over the last decade. This chapter examines differentiating mathematics for gifted students in heterogeneously grouped mathematics classrooms. In particular, it poses and answers the question, "What is a teacher to do?" (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

A traditional identification procedure using primarily quantitative assessments is the most widely used approach in the United States. Implementation of this approach, however, is quite diverse and is influenced by federal and state definitions, standards-based practices, state rules and regulations, program characteristics, and implicit or explicit conceptions of giftedness. For the most part, educators who use traditional approaches believe that gifted students exist and form a distinct group, that they can be identified with technically adequate assessments, and that they need to be served to develop their gifts and talents. To implement this approach, all who are involved in the identification process need to receive professional development, including administrators, parents, special educators, and general educators. Without this development, the quality of the overall process is in jeopardy. Moreover, technically adequate assessments need to be selected to ensure adequate ceilings, alignment with-the program, and recognition of all groups, particularly those from special populations. Since traditional assessment approaches do not generally provide sufficient diagnostic information for programming, a diverse group of gifted students is often served within a common program. To meet each student's interests, abilities, and skills more effectively, teachers need to gather more information to tailor the curriculum to each student. Even when well implemented, the traditional approach presents challenges including under-representation of minority students and inability to consider the dynamic nature of giftedness. Therefore, decisions are made on what is assessed, what the student has acquired, rather than what the student might develop. Politically, the process raises important issues; however, even though traditional approaches have serious challenges, they do recognize that gifted and talented students exist. Without the recognition that some students have distinct characteristics, is there a need for professional development, for services, or for resource support? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

As late as the 1990s, the term "gifted learning disabled" was a relatively new idea in special education (Fall & Nolan, 1993). Consequently, gifted students with learning disabilities have presented a challenge to both regular and special-education teachers because many educators are unaware that such a population exists. If educators are to meet the special needs of these students, we must be able to identify them and provide appropriate intervention. Silverman (1989) pointed out that the coincidence of dual exceptionalities occurs more frequently than we realize. One problem is the assumption that gifted students demonstrate overall high achievement levels. This is based to a great extent on the early longitudinal studies of giftedness initiated by Lewis Terman at Standford University. Unfortunately, it is not necessarily true. For example, Albert Einstein did not speak until he was 3 years old, and he was never a good student in school. He had problems with spelling and writing well into adulthood, although he had exceptional abilities in nonverbal areas (Fox, Brody, & Tobin, 1983) Identified gifted students who have unidentified learning disabilities may exhibit a discrepancy between their perceived potential and actual performance. These students are often told that they are not trying hard enough or that they are lazy (Williams, 1988). Others use their unidentified giftedness to compensate for their learning disabilities and succeed in functioning at or slightly below grade level (Baum, 1989; Landrum, 1989; Silverman, 1989; Suter & Wolf, 1987; Well, 1987), obscuring both their giftedness and their learning disabilities. In this case, gifted students with learning disabilities are left out of the identification process because teachers do not recognize the need to have them screened for either exceptionality. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Offers an overview of Response to Intervention (RtI) models and principles, a tiered approach to supports and services, and how gifted students and students with high potential who have not yet been formally identified might fit within different tiers of instruction. Tier 1 instruction generally includes a validated, evidence-based program that is used with all students. Students who show advanced progress with Tier 1 instruction receive collaborative interventions—Tier 2. Tier 3 instruction is for those students who need comprehensive interventions and most often involves referral to specialized services. The chapter also emphasizes the importance of early intervention to ensure that problems are prevented and strengths are not diminished. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Informed standards are the foundation of quality teacher preparation programs. Standards define the destination, suggest routes, and provide landmarks to creating programs that graduate effective gifted education teachers who then positively influence our high-ability students. The Council for the Accreditation of Educator Preparation (CAEP) views the NAGC-CEC Teacher Preparation Standards in Gifted Education as the benchmark of excellence. This guidebook provides the map to using the NAGC-CEC standards to build an effective teacher preparation program, including information on providing quality clinical experiences and measuring the outcomes of those experiences. You will find information on how the 2006 and 2013 teacher preparation standards differ and the research base used in creating the standards. The guidebook was written by teacher educators who are among the best in the field of gifted education. There are two important new sections in this updated guide. One addresses creating partnerships with K-12 schools, parents, and the community at large. Gifted education is a collaborative effort, and providers need to be strategic in sharing the value of and the specifics of effective gifted education strategies. The other new section discusses how to work with our general education colleagues to incorporate gifted education into general education teacher preparation courses. This is crucially important considering the general education teacher is typically the gateway to gifted education assessments and services or, in many cases, is the primary provider of advanced coursework. Finally, information is provided on preparing a program report for CAEP program review. This section includes examples of quality elements, as well as areas of concern that can assist programs as they apply to become nationally recognized. We are seeing increased attention to the connection between developing high levels of giftedness and talent in all student populations and the success of the nation. This guidebook will assist schools and districts in supporting that talent development by graduating superior gifted educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)