The following information is from the National Association for Gifted Children (www.nagc.org)
What is Giftedness?
The quick response is that there is, as yet, no universally agreed upon answer to this question. Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures. Even within schools you will find a range of personal beliefs about the word "gifted," which has become a term with multiple meanings and much nuance.
NAGC does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community.
Current Definitions
Although interpretations of the word "gifted" seem limitless, there are a handful of foundational definitions that may be categorized from conservative (related to demonstrated high IQ) to liberal (a broadened conception that includes multiple criteria that might not be measured through an IQ test).
National Association For Gifted Children (NAGC)
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).
The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities. To read the NAGC position paper, Redefining Giftedness for a New Century: Shifting the Paradigm click here.
A person's giftedness should not be confused with the means by which giftedness is observed or assessed. Parent, teacher, or student recommendations, a high mark on an examination, or a high IQ score are not giftedness; they may be a signal that giftedness exists. Some of these indices of giftedness are more sensitive than others to differences in the person's environment.
The Javits Act (1988)
This definition is taken from the Javits Act, which provides grants for education programs serving bright children from low-income families:
"The term gifted and talented student means children and youths who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully."
US Office Of Educational Research And Improvement (OERI) (1993)
In the report titled National Excellence and Developing Talent, the term "gifted" was dropped. This definition uses the term "outstanding talent" and concludes with the sentence:
"Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor."
Other Definitions From The Field
Columbus Group: "Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally."
Gagné: Gagné proposes a clear distinction between giftedness and talent. In his model, the term giftedness designates the possession and use of untrained and spontaneously expressed natural abilities (called aptitudes or gifts) in at least one ability domain to a degree that places a child among the top 10% of his or her age peers. By contrast, the term talent designates the superior mastery of systematically developed abilities (or skills) and knowledge in at least one field of human activity to a degree that places a child's achievement within the upper 10% of age-peers who are active in that field or fields. His model presents five aptitude domains: intellectual, creative, socioaffective, sensorimotor and "others" (e.g. extrasensory perception). These natural abilities, which have a clear genetic substratum, can be observed in every task children are confronted with in the course of their schooling. (Gagné, F., 1985)
Renzulli: Gifted behavior occurs when there is an interaction among three basic clusters of human traits: above-average general and/or specific abilities, high levels of task commitment (motivation), and high levels of creativity. Gifted and talented children are those who possess or are capable of developing this composite of traits and applying them to any potentially valuable area of human performance. As noted in the Schoolwide Enrichment Model, gifted behaviors can be found "in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances)."
A Brief History Of Giftedness
Although people with exceptional ability have been celebrated across the ages, the use of the word "gifted" in an educational sense is relatively recent. In the late 1800s, Dr. William T. Harris, Superintendent of Schools in St. Louis, discussed a plan for the acceleration of gifted students so they would have more challenging work and not fall under the spell of laziness.
By the early part of the 20th century publications such as "Classes For Gifted Children: An experimental study of method and instruction" (Whipple, G. M., 1919) and "Classroom Problems in the Education of Gifted Children" (Henry, T.S., 1920) used the term "gifted" to describe students who are able to work through the curriculum faster, and whose work is measurably different from that of average students. Then, in 1921, Lewis Terman began his famous study of genius. He believed that nurturing academically exceptional children was essential for our country's future. He used the term "genius" in the title of his book, but later referred to the subjects in his study as "gifted," which established that label in our educational vocabulary.
Click here to view a timeline of gifted education.
More Information
Read the ERIC Digest article, "Giftedness and the Gifted: What's It All About?"
The Education Commission of the States (ECS) has compiled a list of each state's Gifted and Talented Definitions, along with a chart listing different terminology used within the definitions.
Access NAGC's Glossary of Gifted Education Terms
"A Snapshot of Intelligence" from the National Research Center on the Gifted and Talented (NRC/GT)
"Why Do We Need to Define Giftedness" by Rhode Island Advocates for Gifted Education (RIAGE)
"What is This Thing called Giftedness, and How Do We Develop It? A Twenty-Five Year Perspective"
"Intelligence Theory and Gifted Education" from the Indiana site on the History of the Influences in the Development of Intelligence Theory and Testing
Parenting for High Potential, June 1997: "President's Column: Let's be Intelligent about Intelligence " by Carolyn Callahan. The article addresses the relation of intelligence to test scores and other factors.
References
Columbus Group (1991, July). Unpublished transcript of the meeting of the Columbus Group. Columbus, Ohio.
National Excellence: A Case for Developing America's Talent - October 1993
Renzulli, J. S. (1978). "What Makes Giftedness? Re-examining a Definition". Phi Delta Kappa, 60: pp. 180-181.
Is My Child Gifted?
As a parent, one of your many jobs is to encourage and foster the potential your child displays as he or she grows. But how can you decide if the potential you see is really an exceptional natural ability? One option is to have your child tested - formally or informally - to document the gifts and talents you suspect, and to use that information to make it more possible for those gifts to develop.
Why Test? There are several reasons to investigate a child's learning ability. For example, if parents and/or teachers observe that a child's learning needs are not being satisfied through the regular curriculum, or if there are possible learning disabilities that interfere with developing a child's potential, it is important to have a full evaluation. However, individual tests are not infallible predictors of giftedness, intelligence, or ability. That is why identification for giftedness and/or a particular gifted program should be multi-faceted.
NAGC Guidelines state: "Best practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources (caregivers/families, teachers, students, and others with significant knowledge of the students), in different ways (e.g., observations, performances, products, portfolios, interviews), and in different contexts (e.g., in-school and out-of-school settings)." Children should be screened using qualitative as well as quantitative measures. These include but are not limited to: student products/performance, teacher checklists, parent/student nomination, achievement/performance tests, and ability/intelligence tests.
As noted by the Webmistress of Hoagie's Gifted Education Page, "The answer to the question "Why Test?" is the same for the gifted child as for any other child: you should test to answer a question. Tests can provide detailed information about the child's learning needs to parents and teachers, including gifted identification for educational planning and gifted program participation. Tests can also offer information for early intervention of learning differences, and to facilitate an appropriate education. And you should test when you need the answer to any of these questions."
There are many views on testing to consider, both pro and con, and ultimately you will need to make the decision that is right for your child and family. Below you will find information and resources to help you become aware of ways to discover if there is possible "gifted" potential in your child.
Informal Assessments And Checklists
Formal Testing And Assessments
Why Gifted and Talented Education is Important
Helping students learn and grow is a goal of every school. Implicit in that goal is an understanding of how to work with special populations of children. Gifted and talented education encompasses the expertise needed to properly identify and serve not only the students who demonstrate high achievement, but also those who have the ability to achieve at high levels. The term also covers the specific services and programs offered as well as the teacher training necessary to provide the academic guidance gifted students need in order to thrive. Gifted and talented education, then, is the system by which districts recognize and serve this special population of children.
Gifted Education Strategies Work
The educational community owes a great deal to the efforts of those involved in gifted and talented education. Over the past 50 years, terms like acceleration, curriculum compacting, grouping, pull-out, and even differentiation have seeped into mainstream language. Visit this section for the evidence that gifted education strategies make a meaningful difference for high-ability students.
Did you know that gifted children spend 80 percent of their time in the regular classroom, yet only 61% of classroom teachers have had any training in meeting their needs? See this section to read more about how well-trained teachers implementing gifted education pedagogy affect student learning.
Dispelling Myths, Serving Students
“Myths are created and continue to exist because they explain phenomena that are not easily understood or appear to validate ambiguous ideas with ambiguous evidence” (Kaplan, 2009)
For decades, myths related to gifted education have had detrimental effects on providing quality instruction for our nation’s high-ability learners. These myths have affected every facet of the field, and in turn have distorted the perception of not only what gifted students need in the classroom, but also what they can offer the nation now and into the future.
Persistent belief and the subsequent response associated with gifted education myths contribute to an overall lack of attention and challenge for high-ability students in our schools. As a result, gifted education programs remain underfunded, achievement gaps continue to widen, and too many children across the nation who require “something different,” have no place to thrive.
In 1982, Gifted Child Quarterly (GCQ) presented a special issue relating to the myths associated with gifted education, and a similar effort to reexamine and dispel these and emergent myths has recently been published in the Fall 2009 issue of GCQ. The closing challenge presented in 1982, and again in 2009 remains the same: “If we allow ourselves to challenge, question, and probe some of gifted education’s myths, we can develop new models and approaches that will be practical, cost-efficient, and readily implemented in the schools” (Treffinger, 2009). In short, it’s up to gifted education advocates to continue our efforts to rebut myths, dispel doubts, and showcase successful models and practices in order to retain and expand programs and services for our gifted and talented youth.
NAGC has compiled a list of the most prevalent myths in gifted education, complete with supporting links with evidence explaining why the myth is untrue. Information contained on subsequent pages provides you with the arguments and facts needed to rebut, and hopefully dispel, these myths.
To read the myths and learn the facts, Click here to continue to "Common Myths In Gifted Education."
Kaplan, S. (2009). Myth #9: There is a single curriculum for the gifted. Gifted Child Quarterly, 53(4), 38.
Treffinger, D. (2009). Guest editorial. Gifted Child Quarterly, 53(4), 4.
Frequently Asked Questions
Is there a definition of "gifted"?
Yes. The current federal definition of gifted students was originally developed in the 1972Marland Report to Congress, and has been modified several times since then. The current definition, which is located in the Elementary and Secondary Education Act, is
Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
Note: States and districts are not required to use the federal definition, although many states base their definitions on the federal definition.
Click here to read other definitions of giftedness.
How Many Gifted Children Are There In The U.S.?
NAGC estimates that there are approximately 3 million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population. No federal agency or organization collects these student statistics; the number is generated based on an estimate that dates back to the 1972 Marland Report to Congress, which estimated that 5-7% of school children are "capable of high performance" and in need of "services or activities not normally provided by the school."
Although we are not aware of national studies of the incidence of artistic talent in the student population, the number of gifted and talented students increases, depending on the number of categories of giftedness used in the estimate.
Who Makes Decisions About Gifted Students' Experiences In School?
Almost all decisions about gifted education are made at the state and local level. Although many school districts recognize that gifted and talented students are individuals with unique needs, state laws, local policies, and available funding vary widely, resulting in disparity of services between school districts and uneven protection for gifted and talented students under the law.
In many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative school administrator to ensure that they are adequately challenged in the classroom. Because this task isn't always easy, NAGC is committed to increasing awareness of the importance of quality gifted education programming for high-ability learners. In many ways, we all have a voice in determining how schools value and nurture students' gifts and talents.
For practical advice about getting involved and making your voice heard at all levels, visit our Advocacy Toolkit.
What Are The Different Ways Gifted Students Are Served In The Classroom?
Because every child is different, NAGC recognizes that there is no "one perfect program" for teaching gifted students. Instead, the NAGC Pre-K--Grade 12 Gifted Program Standards state that "a continuum of services must exist for gifted learners" at every level.
What exactly does this mean? Essentially, a "continuum of services" provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. In most cases, the decisions about the range of services offered are made locally, and may include pull-out programs, advanced classes, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts).
This range of services can be organized in a variety of ways:
Accommodations in the regular classroom
Part-time assignment to both regular and special classes
Full-time grouping with students of similar abilities
Acceleration or grade advancement
Bear in mind that some district practices (e.g., early entrance to kindergarten or dual enrollment in high school and college) are governed by state policy, which often supersedes local policies and practices. Advocates should take time to familiarize themselves with state and local law and policies as well as with the gifted education-specific terminology.
To learn more about recommended best practices, read "What It Means to Teach Gifted Learners Well " by Carol Ann Tomlinson.
How Do I Know If A Gifted Program Is Of High Quality?
In any school district, high quality gifted programming requires careful planning, maintenance, and evaluation. One of the best ways to determine whether a gifted program "measures up" is to compare the various components of the existing programs and services to the NAGC Pre-K-Grade 12 Gifted Program Standards. The Standards were written by a distinguished panel of educators who represent a wide range of expertise and geographical areas. The Standards establish a set of minimal and exemplary criteria for seven different aspects of effective programming: Curriculum and Instruction, Program Administration and Management, Program Design, Program Evaluation, Socio-Emotional Guidance and Counseling, Professional Development, and Student Identification, and can be used for planning purposes or as an evaluation tool.
What Kind Of Training Does A Teacher Need To Work With Gifted Students?
You might think twice before sending a tennis coach to baseball's spring training season; although there would be overlap in general kinesthetic and sports psychology knowledge, the nuances of the two sports are very different and require disparate sets of coaching skills. Just as a baseball team needs a coach who understands baseball, gifted students need guidance from well-trained, challenging teachers who understand their educational needs.
Teacher training requirements for working with gifted students are determined at the state and local levels. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.
Research indicates that teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students. This vital expertise that benefits all students is not developed merely as a result of one-hour training sessions; refining teacher skills requires high-quality professional development, time, materials, and continued support.
For more information, read NAGC's official position statement "Competencies Needed by Teachers of Gifted and Talented Students."
How Much Does The Federal Government Spend On Gifted Education?
The federal government does not provide funding directly to local school districts for programs and services for gifted and talented students.
The Congress allocated $7.5 million in 2010 for the Jacob K. Javits Gifted and Talented Students Education Act, which funds the National Research Center on the Gifted and Talented and funds grants that focus on identifying and serving students who are traditionally under-represented in gifted and talented programs-students from culturally, linguistically, and ethnically diverse backgrounds--to help reduce gaps in achievement and to encourage the establishment of equal educational opportunities for all U.S. students.
Does No Child Left Behind Address The Needs Of Gifted Students?
The short answer to this question is, "No." The law was written to address students performing at below proficient levels, which have resulted unintended negative consequences for gifted students including reduction of gifted services, reassignment of teachers from gifted education programs, and an increased focus on repetition and test-preparation in our nation's classrooms.
However, NCLB's provisions requiring highly qualified teachers in public school classrooms have the potential to benefit all students, including gifted and talented learners.
To see additional questions and answers on NCLB, click here.
Do The Common Core Standards Address The Needs Of Gifted Students?
The Common Core lanuage arts and mathematics standards have been written to uphold and advance high standards for all students. For advanced students, however, fidelity to grade-level standards will limit learning. The drafters of the Common Core did not write standards for advanced learners and have acknowledged that some students will be ready to move beyond these standards before the end of the year.
For a more in-depth look at the standards and gifted learners, see here.
How Much Money Is Spent On Gifted Education?
No federal agency gathers information about the total expenditures for gifted and talented students. As stated above, the federal government does not provide funding directly to districts specifically for gifted education. NAGC gathers information about the amount of funding states spend for gifted education, although it is not possible to know the amount districts are spending from local funds.
Not all states spend money for gifted and talented education. Among those that do, not all designate funds based on numbers of gifted students but instead use a range of funding formulas and implementation procedures that do not always result in an equitable distribution of funds.
In states without state funds for gifted students, education for gifted and talented students can continue only in communities that can provide the services without state or federal help.
Click here to learn more about the current level of funding in your state.
Do Any States Have "Academies" For Advanced Students?
Yes. At least 15 states have public high schools for advanced math and science and/or arts and the humanities. Although the admissions requirements vary, these high schools are typically residential schools for juniors and seniors from within the state; most of the schools are located on university campuses.
Click here for a listing of public state high schools for advanced students.
Whom Do I Contact In My State?
The state department of education is one of the best places to start for seeking state-specific information related to gifted education. In most cases, they will be the repository for education laws and policies and they may also have lists of public & private schools that serve gifted students as well as designated personnel and website information specifically for gifted education.
In addition, many states have organizations affiliated with NAGC that work on state-specific initiatives and training. Click here to search for a listing of state gifted education associations.
Finally, there may be other resources available to you in your local region. Visit our resource directory to learn more.
Are There Any National Reports About Gifted Students Or Gifted Education?
There are two federal reports that are often cited when discussing gifted education: A Nation at Risk(1983) and National Excellence: A Case For Developing America's Talent (1993). They both highlight the missed opportunities to identify and serve gifted students in the U.S. resulting in a call for additional research and programming in the field of gifted education.
The issuance of national program standards by NAGC in 1998 also helped solidify the field's intent and provide school districts across the country with a set of programming criteria. Published in 2004, A Nation Deceived reported on the advantages of acceleration for gifted children, which illustrated America's inability to properly meet the needs of its most able students despite the overwhelming research supporting acceleration practices in schools.
Finally, there are many research monographs and other informational resources available from the National Research Center on the Gifted and Talented (NRC-G/T)which is funded by the Jacob K. Javits Act.
What Are The Most Common Myths Confronted By Supporters Of Gifted And Talented Education?
For decades, myths related to gifted education have had detrimental effects on providing quality instruction for our nation's high-ability learners. These myths have affected every facet of the field, and in turn have distorted the perception of not only what gifted students need in the classroom but also what they can offer the nation now and into the future.
NAGC has compiled a list of the most prevalent myths in gifted education, complete with supporting links with evidence explaining why the myth is untrue. Information contained on subsequent pages provides you with the arguments and facts needed to rebut, and hopefully dispel, these myths. Click here to continue to "Common Myths In GIfted Education."