Chapter Summary:
Chapter 13 explains defines gifted and talented (GT) children as those who demonstrate 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 to fully develop these capabilities. You will also learn about the characteristics, prevalence, identification, assessment, and educational approaches for children who are gifted and talented.
Learning Outcomes:
• Explain how the dynamic and evolving definition of giftedness has changed how students are identified and served.
• Describe the characteristics of gifted students and explain why they need special education.
• Identify the estimated prevalence of gifted students.
• State guidelines for effectively and fairly identifying gifted students from racially, culturally, and economically different groups.
• Compare and contrast project-based learning, problem-based learning, and inquiry-based learning.
• Describe relative benefits of various placement options for gifted students.
Reflection Questions:
1. Can being gifted and talented be a handicap for some children? Explain your response.
2. What responsibility do educators have to meet the needs of children who are gifted and talented? Is it the same responsibility as they have for children with disabilities?
3. Do you believe that students who are gifted and talented benefit the most by participating in acceleration and enrichment programs with peers who show similar intellectual abilities? Why or why not?
Chapter Activity:
1. Watch the video, Primary Gifted and Talented:
Answer the following questions:
What does gifted and talented mean?
Describe the characteristics of children who are gifted and talented.
What can a teacher and support staff do to support students who are gifted and talented?