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ASC (Autism Spectrum Conditions) can appear on all levels of cognitive function, from profound mental retardation to intellectual giftedness. Therefore, the intelligence level is not part of the definition of any ASC. However, there is an excess of mental retardation in ASC. It is assumed that about 55% of all affected individuals also show a mental handicap (Baird et al., 2006), whereas the expected rate in the general population is approximately 3%. Thus, it is the most frequent coexisting psychiatric problem in ASC. Females with an ASC are even more likely to show a low intelligence quotient (IQ). On the other hand, most people with Asperger syndrome have an IQ in the average or high range. It is common in clinical settings today to also label people with ASC according to their general mental capacity in order to enhance communication between experts. One often hears the terms "high-functioning" (HF) or "low-functioning" (LF) in association with ASC individuals. These are still unofficial and not clearly defined subcategories. HF refers to the absence of mental retardation (i.e., IQ > 70) or sometimes even to the absence of learning disability (i.e., IQ > 85), whereas LF generally indicates mental retardation (i.e., IQ < 70). This differentiation is a little misleading and may be misunderstood by laypersons, as HF ASC does not necessarily indicate that the respective individual does particularly well in everyday life (Bolte & Poustka, 2002). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Quarterly, 1987, Vol 31(4), 180-185. (The abstract of the original article appeared in record 1989-27664-001.) Discusses the lack of representation of Black children in educational programs for the gifted. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques are noted as part of the reason for the lack. Research data indicate that observation techniques; community involvement; and nominations by peer, parent, and teacher are suggested techniques to identify the Black gifted child. Data show that leadership skills, creativity, and mental processing abilities also indicate giftedness. Identification, curriculum, instructional environment, and evaluation are discussed in relation to the Black gifted child. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Black students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work with gifted and advanced Black students. In the first work of its kind, the book's editors have compiled reprints of what they believe to be among the best or most promising work, past and present, in understanding, meeting the needs of, and working with Black gifted and/or advanced learners. Theory, research, models, and strategies shed light on what we all must do to ensure that both gifted and advanced Black learners excel in school and otherwise reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

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)

This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in The Journal of Negro Education, 1995, Vol 64, 52-62. Abundant data suggest that gifted programs are the most segregated educational programs in the United States. Minority children, particularly African Americans, economically disadvantaged students, and underachievers are severely underrepresented in gifted programs but overrepresented in special education programs for the learning disabled, behaviorally disordered, and mentally retarded. The author advocates that concerted efforts must be launched by educators and parents to ensure that African American students who exhibit exceptional talent receive the education to which they are entitled. After discussing the conditions that have led to this underrepresentation, this article suggests ways to desegregate gifted education programs and redress educational inequities in this area. It then appraises the promise and effectiveness of contemporary definitions of giftedness, theories of intelligence, and assessment practices in identifying a more representative array of students for gifted programs. Finally, the article discusses what is required to retain more African American students in gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Exceptional Children, 1992 (Oct-Nov), Vol 59(2), 150-159. (The following abstract of the original article appeared in record 1993-11568-001.) Presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American (AA) learners with gifts and talents. It is suggested that the philosophical world views, values, and behaviors of AAs auger for the development of assessment and identification systems that are grounded in pluralistic definitions and theories of the giftedness construct and that include cognition skills other than analytical abilities. The relationships among AA worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among AA learners are offered. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

For the purposes of this chapter, misdiagnosis is defined as a child who is identified as having a behavioral problem or psychological diagnosis without taking his or her gifted intellect and the normal behaviors of the gifted into consideration. The hypothesis for this chapter is that gifted Hispanic and African American children commonly served in the United States public school system often are underidentified as gifted due to behaviors related to their culture, as opposed to their level of giftedness; furthermore, the underidentification can lead to misdiagnosis. This chapter presents anecdotal evidence supporting the hypothesis that giftedness often is overlooked in culturally and linguistically diverse student populations. The children's identification is then frequently misdiagnosed or misrepresented. Some of the reasons for the misdiagnosis evidenced include: language differences, cultural norm differences, multiple school placements, institutionalized racism, and the prevailing lack of knowledge about giftedness in general. Various cultural populations likely carry more psychological diagnoses due to idiosyncratic issues that are discussed in this chapter. Carrying a psychological diagnosis further obviates overlooking giftedness in the culturally diverse population. Recommendations for identification and remediation of the misdiagnosis problem also are discussed. The author posed questions related to the stated hypothesis, which guided the collection of anecdotal information for this chapter. During individual interviews the questions were posed to educators, paraprofessionals, and parents. The members of this group included an elementary school principal, the head psychologist of a school district, an elementary school teacher, a parent-educator, a parent, a school district gifted coordinator, and a pediatric neuropsychologist. The individuals interviewed included an equal representation of Hispanics, African Americans, and Anglos, and one American Indian. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In an increasingly global world, a deliberate effort must be made to recognize the value of all people of the world. Our Western view of exceptional behavior is not necessarily shared by other people of the world, nor is our view the only valid perspective. Throughout history, giftedness has been defined in a variety of ways. In the following pages we will discuss intelligence as giftedness, giftedness beyond intelligence, the debate on whether giftedness is a human trait or a behavior, and views of giftedness by scholars who are not White and male. Finally, we will take a comprehensive look at giftedness as defined by people across the globe. The challenge for gifted education in a globalized world is to utilize learning situations, appropriate curriculum, and available resources to develop necessary skills for a thoughtful, successful citizenship. Our challenge is to be sine our students are aware of their power and their responsibility toward others in the world. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author discusses using mathematics as an equalizer for gifted Latino/a adolescent learners. In 1994, the Board of Directors of the National Council of Teachers of Mathematics created a task force to explore the topic of "mathematically promising" students. This period marked a new era in the discussion of what mathematical ability had traditionally meant. The task force had as its primary goal to guide discussions among mathematicians and mathematics educators about the mathematically talented student. The task force reported that an indicator of being a mathematically promising student is based on his or her potential to become a good problem solver. The team described being "mathematically promised" as individual attributes connected to four nonfixed variables: (1) ability, (2) motivation, (3) beliefs, and (4) experiences and opportunities. By examining the mathematical "potential" of students, this new definition for identifying talented students may have alluded, for the first time, to students who had not been traditionally identified as gifted, talented, intelligent, or precocious, but rather to those who have been excluded from previous definitions of gifted and talented and therefore excluded from rich mathematical opportunities. This chapter addresses: identification of mathematically promising students; the realities of today's schooling; differentiating mathematics teaching and learning in the United States; differentiated instruction within inclusive classrooms; giftedness and culture; a perspective from Latin America—classroom dynamics in mathematics; language and mathematics; multiple literacies in a mathematics classroom; writing mathematics, reading mathematics, and talking mathematics; making mathematics classrooms culturally and socially responsive; integrating the history of mathematics; effective strategies for English language learners; and teaching mathematics to talented Latino/a students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter addresses the background of American Indian schooling and the need for cultural responsiveness to advance student achievement by defining giftedness in an American Indian context. It also examines promising models for appropriate programming and services for American Indian students who exhibit giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Special populations in gifted education: Understanding our most able students from diverse backgrounds brings together the leading experts in the field who combine both their knowledge of and leadership experience with gifted students from diverse backgrounds. Public schools are as diverse as ever, and, as a result, historically underrepresented students need to be included in gifted education programs that serve our most able students. This edited edition helps to raise the awareness level and knowledge base of all educators, particularly teachers of the gifted, who work with a kaleidoscope of special populations in gifted education. Chapters in this volume focus on topics such as gifted education in rural environments, highly gifted learners, twice-exceptional children, gifted females, gifted and talented students on the autism spectrum, English language learners, underachievement, and students from culturally or linguistically diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

"Twice-exceptional" children are those children who are gifted yet also have a disability that impacts their ability to fully develop in all areas (Baum & Owen, 2004). In this chapter, the term twice-exceptional will refer not to a given definition of either giftedness or disability, but to children who "exhibit remarkable strengths in some areas and disabling weaknesses in others" (Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2002). This chapter will focus on those children who exhibit learning and social difficulties rather than physical or sensory impairments, primarily because they constitute the largest population of twice-exceptional students (National Educational Association, 2006). The following topics are addressed: identification issues, paradoxical characteristics, paradoxical programming, and paradoxical curriculum. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Designed to provide support for the difficult job of parenting and teaching gifted children, Emotional Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings provides the resource parents and teachers need to not only understand why gifted children are so extreme in their behavior, but also learn specific strategies to teach gifted children know to live with their intensity. Presented in an easy-to-read, conversational style, Emotional lntensity in Gifted Students uses real-world examples through case studies and role-plays that show parents and teachers how to interact with gifted children in a way that teaches them how to recognize, monitor, and adjust their behavior. Worksheets, tip sheets, and checklists are included to help parents, teachers, and the students themselves learn to cope with the explosive feelings that often accompany giftedness. Specific strategies for stress management, underperformance in school, perfectionism, and social anxiety make this a must-read for anyone wishing to make a positive lasting impact on the lives of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This chapter focuses on a school-based concept of giftedness wherein an individual demonstrates outstanding levels of achievement or competence in one or more domains. The conception of giftedness employed by a school district is the foundation for all subsequent decisions such as identification, programming, curricula, teacher preparation, and program evaluation. Additionally, given the diverse needs of gifted and talented students, policies must be in place and programming must be flexible and responsive to the needs of particular learners at a given stage of development in order for a student's ability in a domain to be realized and demonstrated. Teachers who work with these learners must be carefully selected and trained in gifted education. Finally, gifted learners require high-powered curriculum to ensure a depth and sophistication of content, commensurate with their unique needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, December 2003. For many years, our definition of giftedness has been based on the interaction of three characteristics: above-average (but not necessarily superior) ability, creativity, and task commitment. In other words, high ability is not enough to explain giftedness. It also takes an intensity and focus in a certain area, along with the willingness to try new ideas or look at something with a different perspective. Gifted behaviors occur when these three components intersect, and this happens in some people (not all people) at certain times (not all times), and under certain circumstances (not all circumstances). We only recently began to turn our attention to understanding more fully the sources of these gifted behaviors and, more importantly, the ways in which people use their gifts and talents in a constructive and positive way. This article addresses the following questions: (1) Can a better understanding of people who use their gifts for the greater good help us create conditions that expand the number of people who willingly contribute to the growth of both social and economic capital?; and (2) How can parents provide opportunities so their children develop their abilities in responsible ways? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, September 2007. A child's primary care physician can play an important role early in the life of a gifted child. In today's healthcare arena, medical professionals are the first line of treatment and the gatekeepers for more specialized services. We discuss several issues related to the role of physicians, including what information a physician might need to know, why it is important for them to understand both your child and giftedness, how to discuss these issues, and finally what roles physicians can play outside of the typical medical domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, March 1997. The article reminds us about the importance of keeping our own beliefs and assumptions about children's potential in check. In the discussion of how giftedness and talent is manifested, the author offers some consideration for the genetic background of the child; however a stronger case is made for a stimulating and nurturing environment as a more powerful force in the talent development process. The author then offers specific ways in which parents and teachers can optimize the development and learning of young children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, March 2006. Based on a survey of 5,400 students from grades 3 to 8 and meetings with 400 students, the author explores the social-emotional landscape of today's middle schoolers. Regardless of how gifted children appear, fourth, fifth, and sixth graders, even among high achievers, have marked anxieties about social acceptance and popularity. The article counsels parents to let their gifted children enjoy their childhood—to challenge them in ways that feed their gifts, but without pushing them into early adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)