22-G

Sypnosis of Giftedness

E-LEARNING WEEK

A. TASK

  • To gain an understanding of the chosen area of special needs/disability.
    • This activity will act as a scaffold to your group presentation assignment.
  • Use this scaffold to co-construct content in your assigned wiki page (see Class page > Special needs topics).

B. UNDERSTANDING THE AREA OF SPECIAL NEEDS/DISABILITY*

General Definition of Giftedness:

http://www.gifted-children.com.au/definition

Giftedness is traditionally defined as having an Intelligence Quotient (IQ) higher than 130. This translates to an intellectual capacity beyond that expected for the chronological age of the child. It also indicates a potential to achieve highly in both childhood and adulthood.

But there is more to giftedness than increased cognitive ability. There is a general heightening of senses, bringing an acute awareness of touch, hearing, sight, smell and taste (refer Dabrowski’s sensitivities), making these children particularly sensitive to all forms of stimuli. There is also a complex processing of information. The path from one point to another is never the straightest. All possibilities and ramifications must be considered before action can be taken. And the perfect response is sought – nothing less.

Martha Morelock, in 1992, defined giftedness in terms of a person’s inner world. The gifted person has an “atypical development throughout the lifespan in terms of awareness, perceptions, emotional responses and life experiences”. That is, the gifted person experiences life events differently to others. They have a different interpretation of life. They are always different in their perceptions and realities. Consequently, they are likely to do things differently as well. And this applies to adults as well as children.

Ranging conditions of Giftedness:

http://www.thenationalacademyforthegifted.org/giftedness_types.html

Visual/Spatial Intelligences

This type of giftedness allows the child to think in pictures and create vibrant mental images. They excel in completing puzzles, understanding charts, graphs, and maps, they are often highly skilled artistically and have active imaginations. Students with visual/spatial giftedness can grow up to be sculptors, architects, engineers, artists, and more.

Verbal/Linguistic Intelligences

This is the ability to effectively use words and language. Children with this type of giftedness have advanced auditory skills, usually have large vocabularies, and are gifted speakers. Children who have this type of giftedness are usually good storytellers, writers, and listeners. They are good at analyzing and comprehending others’ views as are adept at persuading others. Students with this type of giftedness often grow up to be journalists, politicians, lawyers, and teachers.

Logical/Mathematical Intelligences

Children with this type of giftedness think logically in terms of numbers and pieces of mathematical information. These learners are good problem solvers, always analyzing the world around them, looking for logical patterns. These learners usually pursue career paths in science, engineering, programming, information technology, or accounting.

Bodily/Kinesthetic Intelligences

Kinesthetic learners are able to control their body with grace and ease. These learners are highly skilled athletes and manual workers. Whether they have the ability to run at exceptional speeds or a skill with manipulating hand tools, these learners are skilled at making use of their bodies. Students with this type of giftedness can pursue careers in athletics, dancing, art, and technical labor.

Musical/Rhythmic Intelligences

This type of giftedness allows children to produce and appreciate quality music. These learners think in terms of sounds and rhythms. The skill set of these learners includes an ability to sing or play a musical instrument, the recognition of tonal patterns or music composition, and a deep understanding of the structure of musical patterns. These students tend to become musicians, DJs, or singers.

Interpersonal Intelligences

Interpersonal Intelligence is a keen ability to relate and understand others. These children often feel great empathy for others, excel at developing compromises, keeping the peace, and facilitating diplomacy. Students with this learning style are very good listeners, counselors, and co-operators. These children may grow up to be politicians, salespeople, counselors, or advertisers.

Intrapersonal Intelligences

Intrapersonal Intelligence is a type of giftedness that grants the ability to self-reflect and investigate one’s own motives, desires, and beliefs. These children are usually very introspective, often analyzing their own behavior and personality. Philosophy, religion, behavioral science, and research are potential career paths for students with high Intrapersonal Intelligence.

Naturalist Intelligences

Naturalists hold a close communion with the natural physical matter surrounding them. They love to be out in nature, feel a bond with nature, and tend to disapprove of actions and people that damage nature. Career paths may include botany, farming, the natural sciences, conservation, or outdoor recreation.

Existentialist Intelligences

Children with this learning style are often seen questioning the nature and purpose of life. They attempt to bring an understanding of life’s eternal and metaphysical questions. They are often unimpressed by material wealth, public recognition, and prefer to attain a deeper understanding of the human experience. Career paths include theology, ecclesiastical work, philosophy, and spiritualism.

Characteristics of Giftedness:

http://scotens.org/sen/types/index.html

http://www.riage.org/characteristics.html

Gifted children are quite rare. It is important to make a distinction between children of high ability and those who are exceptional.

  • Emotional or Behavioral difficulties
  • Excessive energy
  • Short attention spans
  • Get bored easily
  • Resent Authority
  • Flout Rules regularly
  • Particular about the ways they wish to learn.
  • Like to have secure and stable adults around them
  • Get frustrated easily if their ideas cannot be carried out
  • May have difficulties with fine motor skills and handwriting.
  • Be highly sensitive and compassionate
  • Have strong fears over death and loss of family
  • Consciously aware of their own creativity
  • Confident and willing to take risks
  • Good sense of humour
  • Need time alone
  • Has artistic and aesthetic interests
  • High tolerance for ambiguity

IQ tests are sometimes used and a result of over 135 is a definite indicator but lower scores do not mean that the child is not gifted; other factors need to be taken into account.

It would be best to have the child assessed by the educational psychologist who can use a range of tests and consider other aspects of the child's development also.

The general impact of the special need or disability on a student in terms of development and learning

http://assessing-gifted-children.suite101.com/article.cfm/6_personality_types_of_gifted_children

The classification is based on behavior, feelings, and special needs of the gifted children. They should be observed, understood and addressed by the parents, in order for the child to develop smoothly and reach his or her full potential.

Successful Gifted Child Personality Type

These children are usually successful academically, and identified as gifted at school. They are high achievers and perfectionists who seek for other people’s approval. The problem, however, is that with time they often get bored and devote minimum effort to achieving. At home these gifted children need independence and freedom of choice, as well as time for personal interests, and risk taking experiences.

Challenging Gifted Child Personality Type

This personality type includes very creative, but often frustrated or bored, gifted children. They question the systems around them and are often rebellious because their abilities are unrecognized. Impatient, direct, and competitive, such children have low self-esteem. They need acceptance, understanding, and advocacy from the parents. Family activities and positive examples of behavior are what the family should provide for such gifted children.

Underground Gifted Children Personality Type

Many of such children are never identified as gifted since they are usually quiet and insecure. They often hide their talents, resist challenges, and drop out of gifted school programs because of their shyness. These gifted children should be supported at home, and be given freedom to choose and to spend time with their friends of the same age. Ideally, parents should provide them with gifted role models of life-long learning.

Dropout Gifted Child Personality Type

These gifted children are angry and depressed because the school system does not recognize their abilities, and does not address their special educational needs. That is why they resist the system by refusing to complete school assignments or to attend school. Being considered average or below average, they have poor self-esteem, are defensive and self abusive. Professional counseling is recommended for such children.

Double-labeled Gifted Child Personality Type

This type of gifted child is often unrecognized because these children have a physical, emotional or learning disability. Adults fail to notice giftedness due to being focused on the areas where the child is less able. Parents of such children should provide them with recognition of their abilities, risk-taking opportunities, advocacy, and family activities to challenge the child. Family counseling may also be a good option.

Autonomous Gifted Child Personality Type

These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible. At home, such gifted children need family support, advocacy, family activities and opportunities related to their interests. They should be allowed to have friends of all ages, and have no time or space restrictions.

Each subtype of giftedness can be strongly pronounced in one personality. At the same time, combinations are possible since the subtypes are not mutually exclusive. So, a gifted or talented child may possess the characteristics of more than one type of giftedness.

The personality type may change with time as the child grows and develops. Therefore, the parents should be attentive to their gifted children in order to provide timely support and advocacy.

Autonomous and successful personality types of a gifted child are usually easy to recognize and deal with. The achievements of these children cannot be unnoticed. Challenging, underground, double-labeled and dropout personalities of gifted children require special attention. They should be recognized as early as possible for the parents to know what measures should be taken to address all the special needs of such children.

Those, who found this article useful, may also be interested in reading about Identifying Gifted and Talented Children. To learn more about the abilities and intelligence types of gifted children, see IQ Tests for Gifted and Talented Children.

Sources:

Betts, George, and Maureen Neihart. “Profiles of the gifted and talented”. Gifted Child Quarterly 32.2 (1988): 248-253.

“Gifted and talented children in (and out of) the classroom. A Report for the Council of Curriculum, Examinations and Assessment (CCEA)”. Cork Education Support Centre: SESS, 2006.

Sandhu. Inderbir Kaur. “The 6 Different Types of Giftedness”. Brainy-Child.com.

C. FOR YOUR GROUP PRESENTATION ASSIGNMENT: IMPLICATIONS FOR TEACHING AND LEARNING*

1. What would I expect of the student with the chosen area of special needs:

  • he/she will want to be part of the class and activities in school
  • he/she will want to have friends
  • he/she may need extra support in terms of…

2. How will this affect the other students in my class? How do I work with them to understand their peers and to create an inclusive classroom?

3. What would I suggest in terms of provisions/accommodations to meet the student’s needs? (suggest only in areas which are appropriate)

  • learning environment (physical and socio-emotional)
  • behaviours (look also into the reasons for inappropriate behaviours)
  • instruction
  • collaboration (school, home, agencies)

4. Do I have the skills to meet the student’s needs?

  • knowledge of basic principles of effective learning and teaching
  • need to know more about…

*Suggested and partial scaffolding for populating your group wiki page

D. RESOURCES

In your groups, you could explore:

In addition to this, you can register and access Teachers TV at: http://www.teachers.tv/ and explore the resources and videos on this website.