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This chapter attempts to capture the nature of giftedness and talent by briefly tracing key studies, programs, and developments in the field. The author begins by defining the terms, using the U.S. Office of Education definition: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. (p. IX) They then tackle such questions as what is giftedness? Who is gifted? Who is talented? How are giftedness and talent manifested? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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This reprinted article originally appeared in Research Monograph No 94112, 1994, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The under-inclusion of economically disadvantaged and minority children in programs for the gifted has been so well documented over the years that it hardly needs recounting. Simply put, the significant and constant increases in both the number and proportion of racial/ethnic minority and economically disadvantaged children in the public school population are not reflected in programs for the gifted and talented. This monograph (a) reviews traditional identification practices, (b) examines the environmental and value differences among several cultural subgroups, (c) describes the results of an exploratory study of the characteristics of disadvantaged and limited English proficient gifted students, (d) explores gifted behaviors as they relate to specific populations, (e) synthesizes insights emerging from the Javits Gifted and Talented Students Education Act, and (f) presents elements which can be used to construct a new paradigm of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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