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Highly/Profoundly Gifted

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Sean Holder

on 21 October 2014

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Transcript of Highly/Profoundly Gifted


Highly gifted characteristics:
Defining Characteristics...
Social/Emotional issues
Particular Needs
Take Aways
• An extreme need for
constant mental stimulation
• An ability to learn and process complex information rapidly.
• A need to explore subjects in surprising depth.
• An
insatiable curiosity
; endless questions and inquiries.
• A need for precision in thinking and expression-often answering questions with…that depends.
• An
inability to concentrate on a task that is not intellectually challenging
, including repetitious ideas or material presented in small pieces.
Types of Services
intense focus on passion areas and will fully commit to anything of interest to the exclusion of almost everything else
choose to
underachieve deliberately
in an attempt to gain social acceptance by their classmates
the majority of these children are
socially rejected, isolated and deeply unhappy
who were retained in the regular classroom, had the most severe difficulties with social acceptance
Keeping them with age peers is not the way to "socialize" these children
. If we isolate them from true peers in the heterogeneous classroom we place them in the position of being the one-eyed man in the country of the blind who, far from being king, is feared and ostracized because he has vision or, perhaps, because of what he can see (Hoagies).
Students need to be with their academic peers
Students need to be challenged....at all times
Congregated classrooms of only eg/pg children would
probably be more valuable to these children's education
, but there are often not enough of these children in any one school district to make the practice viable.
" highly intelligent children sometimes have a hard time comprehending "illogical" things like feelings and family traditions.
Parents can help by giving their gifted children just enough "alone time," and lots of room to find people they can relate to—this will probably happen through special programs or classes.
Provide significantly higher level content.
Accelerate the curriculum
Alter schedule to fit the availability of outside advanced instruction.
Plan opportunities for student to share expertise with the class.
Encourage interaction with classmates.
Assist students in study and time management skills.
Match students up with older peers
in order to facilitate adequate cognitive conversation.
• Score extremely high on individually administered
IQ tests
(generally in the
range, Stanford-Binet L-M scores; or in the
range on the WISC-R or Stanford-Binet Fourth Edition;
• Child prodigies in areas such as music, mathematics, or chess;
• Extremely
highly developed talents in unusual areas
• Profoundly intellectually gifted children above 170 IQ
Highly gifted or exceptionally gifted children identifiers:
are not many “services” offered by public education for the profoundly gifted
jump them up grades as necessary
. All programs offering services to profoundly gifted students are usually offered as enrichment programs through universities
“guide” the gifted child, challenge them.
hiring a
– someone of high intelligence who can
“guide” the gifted child
• more information and confirmation of their intellectual differences
• to be loved for who they were not who “they could be”
• highly intelligent teachers who really understood how to teach at their pace
• to be
surrounded by age-mates and adults who appreciated them, understood them
, and cared about them

A stimulating environment
• Challenging tasks
• Lots of encouragement
• Relationships with people of similar intelligence levels
• The
freedom of choosing
which activities to pursue
• Stimulation of all senses

Interactive assignments
rather than passive lectures

Autonomy to explore

Communion: Highly gifted children
experience the world differently
from their peers, which can complicate a sense of communion.
Self-knowledge is also essential to development
; agency is necessary for the communion exchange.
Expression: Transforming ideas into words, art form, thing, or movement.
List the characteristics of a highly gifted individual?
How have you seen these traits in your own classroom?
How can you integrate this information into your classroom?
• Davidson Institute for Talent Development. Accessed 13 Oct. 2014 http://www.davidsongifted.org/db/Articles_id_10387.aspx
• Hoagie’s Gifted Education. Accessed 13 Oct. 2014 http://www.hoagiesgifted.org/10_highly_gifted.htm
• Gifted Development Center. Accessed 13 Oct. 2014. http://www.gifteddevelopment.com/highly-and-profoundly-gifted/profoundly-gifted
• Social & Emotional Issues: What Gifted Adults Say About Their Childhoods
by Deborah L. Ruf. Accessed 16 October 2014 http://www.byrdseed.com/10-facts-about-social-emotional-needs-of-the-gifted/
• Helping Your Highly Gifted Child – Gifted Education Digests. Accessed 16 Oct. 2014. http://www.educationaloptions.com/resources/resources_gifted_adults.php
• How Are Highly and Profoundly Gifted Students Different? Access Oct. 18 2014 http://www.gifted.uconn.edu/siegle/tag/Digests/e477.html
• http://www.specialneeds.com/children-and-parents/general-special-needs/how-are-highly-and-profoundly-gifted-stude
• “Identifying and Accommodating the Highly Gifted” Access Oct. 18 2014 https://isminc.com/pdf/research-free/general/3377

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