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Understanding Gifted and Talented Students

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on 14 November 2013

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Transcript of Understanding Gifted and Talented Students

Understanding Gifted and Talented Students
Most schools use the definition provided in the Gifted and Talented Children's Education Act of 1978, the key components of which are:
A child has exceptional capabilities; these abilities can be seen as potential - that is, present but not yet demonstrated
This potential need not be solely academic/intellectual; a student can be considered gifted and talented if he/she exceeds in other areas such as leadership and the performing arts
Forty-one states have a state-adopted definition, though not all of them require that their stchool districts adopt that definition
Asian/Pacific Islander students are most likely to be determined as gifted and talented, while African-American students are least likely
Difficult to describe in general terms because of the diversity of talents
General attributes include:
High general intellect - IQ score of around 125-130 or higher
Creativity - generating novel/useful ideas for problems; four types: intuitive, affective, physical/sensing, and rational/reasoning
Leadership ability - ability to earn trust; wisdom
Visual and performing artistry - music, dance, theater, fine arts
Emotional and social characteristics
Lower anxiety, but normal depression rates
Perfectionism, which may lead to negative self-judgments
Giftedness can co-occur with other disabilities (many have language, hearing, visual, physical, or learning disabilities), such as with Stephen Hawking
Potential Needs
Opportunities to exercise and foster/develop their creativity
Differentiated instruction - teaching that matches their strengths and needs
Acceleration - bumping them up a grade or course level
Curriculum compaction - only teach them what they don't know yet, using a "most difficult first" strategy
Curriculum extension - expanding the breadth and depth of what they learn
Help in dealing with the social-emotional issues that accompany giftedness (i.e. superiority, loneliness, etc.)
Community Resources/Services/Agencies
National Society for the Gifted and Talented
(national agency with local chapter in Scottsdale)
Summer programs, online courses, day camps
Arizona Department of Education
(local agency)
Advanced Placement (AP) programs, artwork competitions, annual conferences
Regional and All-State Honor music groups
(local opportunities)
Band, choir, and orchestra (annually)
The Astute Zone
Information on gifted requirements, list of schools with gifted programs
CARE Partnership
(local agency/service)
After school tutoring for junior high students
CARE Partnership. Community Information and Referral Services. Retrieved November 8, 2013, from http://www.mycommunitypt.com/arizona/index.php/component/cpx/?task=resource.view&id=415703&search_history_id=23676132
Gifted Programs. NSGT Gifted Programs Comments. Retrieved November 8, 2013, from http://www.nsgt.org/gifted-programs/
Learn Where You Can Get a Gifted Education. Learn Where You Can Get a Gifted Education. Retrieved November 8, 2013, from http://www.azagt.org/gifted-education.html
Overview. Gifted Education. Retrieved November 8, 2013, from http://www.azed.gov/gifted-education/
Turnbull, R., Turnbull, A., & Wehmeyer, M. L. (2013). Exceptional lives: Special education in today’s schools (7th Ed.). Upper Saddle River, NJ: Pearson Merrill-Prentice Hall.
Witham, J. H. (1997). Public or private schools: A dilemma for gifted students?. Roeper Review, 19(3), 137.
Presented by...
Kellie Wanamaker
Justine Hodge
Jeremiah Dwight
Cognitive taxonomies - used to differentiate expectations
Autonomous learner model (ALM) - assists students in dealing with social-emotional issues of their giftedness
Early childhood students: address multiple intelligences (spatial, musical, verbal, etc.)
Elementary and middle school students: school-wide enriment model (SEM) - promotes challenging learning for both gifted and non-gifted students
Secondary and transition students: promote creativity and critical-thinking skills; focus on distinctive strengths
Cluster-grouping: assign a handful of gifted students to the same classroom so they can work together and build on each other's strengths
All-school enrichment programs: address the top 20 percent of students in a school through special-interest groups, specialized instruction in small groups, and mentoring on individual projects
Acceleration: students start kindergarten or college early, skipping one or more grades in order to experience higher levels of instruction; can also involve attending a higher-grade-level program for part of the school day
Peer-Reviewed Article:
Public versus Private Schools
Private schools had higher rates of children skipping grades due to acceleration
Public school teachers reported using more analysis, synthesis, and evaluation in their classrooms compared to private school teachers
Cost is a major consideration for parents who are thinking about placing their child in a private school
Though parents often believe private schools offer different programs than public schools, the differences are few and not very substantial
Parents should meet with teachers and school advisors to determine what is best for their child
Witham, J. H. (1997). Public or private schools: A dilemma for gifted students?. Roeper Review, 19(3), 137.
Smart Kids . . . Or TOO Smart?
Tips for Working with Gifted Students
Research-Based Strategies for Addressing These Needs
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