The following presentation of six different profiles of gifted and talented students can provide information for educators and parents about the behavior, feelings, and needs of gifted and talented children and youth. It is important to remember that this is a theoretical concept that can provide insights for facilitating the growth of the gifted and talented, not a diagnostic classification model (see Figure 1).
Type V refers to gifted children who are physically or emotionally handicapped in some way, or who have learning disabilities. The vast majority of gifted programs do not identify these children, nor do they offer differentiated programming that addresses and integrates their special needs. Fortunately, research on the effective identification of these children has been promising, and suggestions do exist for ways to provide programming alternatives (Daniels, 1983; Fox, Brody, & Tobin, 1983; Gunderson, Maesch, & Rees, 1988; Maker, 1977; and Whitmore & Maker, 1985).
Gifted Children Types (Part1)
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Studies commonly suggest that 2-5% of school- age children are 2e, with some reports being much higher. It is unclear if the rates of 2e differ among girls and boys. Boys are more often identified with the disability part of the 2e equation and therefore may more often be identified as 2e.
Children can be gifted in any area of ability, and they can also be gifted in more than one area. For example, a child might be gifted creatively and intellectually. Or they might have above-average physical coordination and memory, or more social and emotional maturity than other children their age.
Children can be gifted at different levels too. That is, some gifted children have more advanced abilities than others. And some gifted children also have disabilities. For example, a child who is intellectually gifted might also have autism or hearing loss.
This means that gifted children become talented when you support and encourage them to use their natural gifts to learn, concentrate and practise. For example, if your child is gifted musically and you give them opportunities to learn a musical instrument, they might develop a talent for playing.
You know your child best. If you think your child might be gifted or talented or your child has been identified as gifted and talented, you could contact the association for gifted and talented children in your state or territory. These associations are listed in our article on support and programs for gifted and talented children.
There are many different types of ability groups, and its important for families to understand the benefits and drawbacks of each type so as to make the best choice based on the needs of their gifted children. Below are a handful of the most commonly used types of ability groups, starting with those utilized in heterogeneous classes and moving toward full-time homogeneous grouping.
Pullout programs are a popular and often successful method of bringing gifted students together, if only for a portion of the school week. Most common in elementary schools, pullout programs take students from their regular education classrooms once or twice per week for two-to-three-hour enrichment sessions. These sessions are often guided by a district coordinator or a teacher who has special training in gifted education. When done well, pullout programs offer gifted students challenging curricula and opportunities to explore their passions. However, pullout programs are often criticized as being part-time solutions to the full-time challenges of being gifted, and students who participate in pullout programs are sometimes required to make up the work they miss in their regular education classrooms.
Students who are gifted are part of a larger group of diverse learners that also includes students with disabilities and English learners. Universal Design for Learning offers strategies and resources appropriate for those students identified as diverse learners.
As laid out by Nancy Robinson, many make the mistake of believing gifted children are inherently awkward and bad at socializing, which is simply untrue. Gifted child problems with socializing often stem from their asynchrony and educational setting. Asynchrony, or uneven development, is often considered a core trait of giftedness. These students may be college age intellectually but still 12 in terms of their social skills. As a result, it can be difficult to make friends who share their interests or hard to know how to appropriately express themselves in group settings. Depending on the educational environment, these children may be labeled with problem behaviors like being bossy, snobbish, anti-social, etc. Their difficulty making friends within a classroom may have nothing to do with their ability or desire to socialize, but instead be a result of not having like-mind peers whom they can form a connection with. When it comes to gifted friendships, there is a notable discrepancy between classmates, or age mates, and someone that they consider as a true peer.
Self-concept is another of the most common challenges of being gifted. Gifted children hit many adolescent milestones earlier than their age-peers but may struggle to develop a healthy self-concept during crucial identity formation periods. While parents are the primary way children learn about themselves, negative experiences at school and with peers may harmfully influence the way a gifted child sees themselves. If the child feels unsupported and unaccepted at school, they may develop low self-esteem and feel that their giftedness alienates them. Low self-esteem can contribute to a wide range of emotional challenges, including anxiety and depression. While gifted children may not be more susceptible to anxiety and depression compared to their age-peers, according to research by Tracy Cross and others, their unique intellectual gifts may contribute to an acute experience of anxiety/depression.
The maps below show which Missouri school systems provided gifted education services from the 2015-2016 school year to the 2020-2021 school year and the percent of students participating in gifted education.
In 2013, the Advisory Council on the Education of Gifted and Talented Children was established with Section 161.249, RSMo. The Council has seven members, and two alternates, appointed by the Commissioner of Education. Members serve for a term of four years and alternates serve for a term of one year. Members must be Missouri residents and are selected based on their knowledge and experience with the education of gifted and talented children. The Council provides advice to the Commissioner and State Board of Education regarding all rules and policies relating to the education of gifted and talented children.
The Missouri Department of Elementary and Secondary Education (DESE) Office of Quality Schools, Gifted Education, conducts desk audits. The annual review looks at the Core Data submitted by districts to ensure that districts have an approved identification process, have certified gifted education teachers, and are providing the appropriate services for the students. DESE studies key data points:
Section 162.675. RSMo defines gifted children as those children who exhibit precocious development of mental capacity and learning potential as determined by competent professional evaluation to the extent that continued educational growth and stimulation could best be served by an academic environment beyond that offered through a standard grade level curriculum." Learn more about gifted learners in this document.
Section 162.720, RSMo states that school districts in Missouri may establish programs for gifted children when a sufficient number of children in the district are determined to be gifted and their development requires programs or services beyond the level of those ordinarily provided in regular public school programs. The State Board of Education determines the standards for these gifted programs. All districts with gifted programs must follow the regulations set forth in the Gifted Education Program Guidelines.
With a carefully selected faculty and staff, a specially-designed curriculum with interdisciplinary courses, and a variety of stimulating extracurricular activities, the Academy enables students to be part of a unique learning community. The Academy provides a model that all schools can use in building or expanding their own programs for gifted students. Educators who have served as faculty members have used this experience to benefit students in their local schools.
Questions regarding gifted education should first be addressed by your local school district's gifted education coordinator. If the question is not resolved at this level, contact your local intermediate unit's gifted liaison. The listing of intermediate units and gifted liaisons is available on the Pennsylvania Department of Education's (PDE) website at www.education.pa.gov/gifted.
According to the Pennsylvania Code (22 Pa. Code 16.22(i)) the gifted multidisciplinary team shall determine a student's eligibility for gifted services. According to the Pennsylvania Code (22 Pa. Code 16.32(c) (4)), the determination will be made at the Gifted Individualized Education Plan meeting as to whether the student is gifted. This confusion was cleared up in the Basic Education Circular released by the PDE (dated May 11, 2009), wherein it was clarified that the gifted multidisciplinary team makes the eligibility determination. If a child is determined not to be eligible, then there is no need for a Gifted Individualized Education Plan meeting. However, as the parents are members of the gifted multidisciplinary team, which carries out the gifted multidisciplinary evaluation, they should be invited to participate in a gifted multidisciplinary team meeting where the eligibility determination is made and any recommendations are developed collaboratively. At this meeting parents should receive the Notice of Parental Rights for Gifted Students. be457b7860
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