What is giftedness?
Giftedness refers to "cognitive (intellectual) superiority (not necessarily of genius calibre), creativity, and motivation in combination and of sufficient magnitude to set the child apart from the vast majority of age peers and make it possible for her or him to contribute something of particular value to society." (Hallahan, Kauffman, & Pullen, 2009, p. 534)
What are some characteristics of gifted children?
Highly curious
Physically and mentally involved
May have outlandish ideas
Prefers adult company
Usually observant and critical
What are some learning difficulties gifted children face?
Poor attention due to boredom
Lack of persistence on tasks which do not interest them
Possible disinterest in organization
Poor development of moral judgment and social skills
May struggle with authority
Difficulty in following routines
May be perfectionists who apply unreasonably high standards
What are some strategies to include gifted children?
Understand the child - family background / problems
Explicit instruction in social skills
Proximity control through manipulating classroom seating
Educate peers on the importance of tolerance and acceptance of difference
Building rapport and fostering bonds between gifted children and their peers
Teacher to role model positive behavior and attitude
Differentiation in teaching methods for gifted children
Implement peer-tutoring and buddies
Relate academic content to real-life
Individualize goal-setting
UNDERSTANDING THE AREA OF SPECIAL NEEDS/DISABILITY*
“If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away.”
~Henry David Thoreau
Giftedness
General Definition:
Giftedness refers to "cognitive (intellectual) superiority (not necessarily of genius calibre), creativity, and motivation in combination and of sufficient magnitude to set the child apart from the vast majority of age peers and make it possible for her or him to contribute something of particular value to society." (Hallahan, Kauffman, & Pullen, 2009, p. 534)
Range of Conditions:
Subject to societal context – Each culture defines giftedness in its own image, in terms of the abilities that the culture values. From a society’s definition of giftedness, we learn something about the culture such as its values and lifestyles. Here, the exceptional person often is defined by both individual ability and societal needs. (Kirk, Gallagher, Coleman, & Anastasiow, 2009, p. 286)
Reasons for ‘giftedness’ labelling - We have to come to terms with the concepts of gift and talent and the reasons for identifying individuals with gifts or talents before we can develop the definition of 'giftedness'. Any definition is shaped largely by the beliefs of the surrounding culture as to what is most useful or necessary for its survival. "Giftedness is defined, not discovered" (Hallahan, Kauffman, & Pullen, 2009, p. 531). Students with special gifts excel in some way compared to other students of the same age. There is little agreement about the definition and school systems have widely differing practices regarding the education of students with special gifts and talents. Giftedness or talentedness, like intellectual disability, is whatever we choose to make it.
Subject to change, not fixed - Today, most experts in educating those with special gifts and talents suggest that giftedness refers to superior abilities in specific areas of performance, which may be exhibited under certain circumstances. Even though giftedness is believed to be a remarkable ability to do something that society values, it’s not an inherent, immutable trait that a person necessarily carries for life. Moreover, having a special gift at one thing doesn’t mean that a person is good at everything. People get extraordinarily good at something only be developing their ability to do that particular thing. (Hallahan, Kauffman, & Pullen, 2009, p. 531-535)
Characteristics
There is a difference between a child who is bright and a gifted child. Juxtaposition is as follows:
Bright Child
Knows the answer
Is interested
Is Attentive
Has good ideas
Works hard
Answers the question
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Prefers straightforward presentation
Is alert
Is pleased with own learning
Gifted Learner
Asks the questions
Is highly curious
Physically and mentally involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows the answer
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates learning
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is keenly critical
(Taken from Challenge Magazine, by Janet Szabos)
Causes of (Dis)ability:
Giftedness in children is often confused with that of ADHD. The characteristics exhibited might be similar but the reasons for the symptoms are different. Gifted learners typically display similar characteristics because they are too advanced for the subject matter. This creates problems for the typical teacher in a ‘one-size-fits-all’ school system. Juxtaposition is as follows:
Gifted learner (Silverman, 1993)
Poor attention - often due to boredom, daydreaming
Lack of persistence on tasks that seem irrelevant
Task completion often reliant on personal interests
Often appears bored during discussions
Possible disinterest in organization
Moral judgment and social skills lags behind intellectual development
Intensity possibly leading to struggles with authority
Frequently high activity
Questions rules, directions
ADHD (DSM-IV*, 1994)
Difficulty with sustained attention, daydreaming
Failure to concentrate unless in one-to-one
Failure to complete independent activities
Ability to listen attentively seems diminished
Messy, disorganized environment
Impulsivity, poor judgment in situations
Problems adhering to rules for regulating behavior
Activity level often heightened
Trouble following directions
Main factors that contribute to giftedness is the same as those that foster any type of behaviour, whether typical or exceptional (Hallahan, Kauffman & Pullen, 2009):
We are all combinations of the influences of our genetic inheritances and social and physical environments. Genetic differences in abilities apply within various ethnic groups and social classes, not between them.
The general impact of the special need or disability on a student in terms of development and learning:
5 developmental concerns (Steinberg, 1985)
These 5 concerns interact with one another and are not only applicable to gifted students. However, there are specific situations when a gifted student may faces challenges in the development of these 5 elements. A gifted student may face a "forced-choice dilemma" if they feel that their need to be accepted by their peers conflict with their wish to excel academically or otherwise (Gross, 1989). If the gifted student has a greater desire to excel in various achievements, itmay result in the sacrifice of their want for intimacy with peers and friends. Conversely, a greater need for intimacy may result in attempts to stifle achievements so as to better fit in with their peers.
Learning concerns (Werts, Culatta, & Tompkins, 2007)
Students who are gifted, are in many ways, like all other students in facing problems that are emotional or physical. However, there are some special problems and learning concerns that their talents bring. These students are often impatient with the routines of regular classroom life and thus rote exercises are often met with resistance and non-compliance. In general, it is difficult for some of these students to conform to routine. Moreover, their self-evaluations may lead them toward perfectionism and they may apply unreasonably high standards to both their own efforts and to others in their environment.
General learning characteristics of a gifted student
Resources
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Chapter 15: Learners with Special Gifts and Talents . In D. P. Hallahan, J. M. Kauffman, & P. C. Pullen, Exceptional Learners: An Introduction to Special Education (11th Ed.) (pp. 528-560). Boston: Pearson .
Kirk, S., Gallagher, J. J., Coleman, M. R., & Anastasiow, N. (2009). Chapter 9: Children Who Have Gifts and Talents . In S. Kirk, J. J. Gallagher, M. R. Coleman, & N. Anastasiow, Educating Exceptional Children (12th Ed.) (pp. 285-320). Belmont, CA: Wadsworth.
Werts, M. G., Culatta, R. A., & Tompkins, J. R. (2007). Chapter 12: Students Who Are Gifted and Talented . In M. G. Werts, R. A. Culatta, & J. R. Tompkins, Fundamentals of Special Education: What Every Teacher Needs to Know (3rd Ed.) (pp. 370-400). Upper Saddle River, New Jersey : Pearson .
Silverman, David (1993). Qualitative Research, Method and Practice. Cambridge University Press, New York.
* Diagnostic and Statistical Manual of Mental Disorders, American Psychiatric Association (Current version is DSM-IV-TR)
Strategies to include differing learners
At the whole class level
Academic inclusion strategies