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Gifted & Talented. A Resource File . Definitions. Federal Definition. - PowerPoint PPT Presentation


Gifted & Talented

Gifted & TalentedA Resource File Alyssa VincentEDU 255Dr. ChaseNovember 27, 20121Definitions- Students with special gifts and talents excel in some way compared to other students of the same age.- There is little agreement about how giftedness should be defined. This is partially because the term gifted does not have a clear cut definition.Ultimately, giftedness and talentedness is what we choose to make it.

(Hallahan, Kaufman, & Pullen, 2009)2The term gifted and talented when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.

Federal DefinitionNo Child Left Behind Act, P.L. 107-110 (Title IX, Part A, Definitions (22) (2002); 20 U.S.C. Sec. 7802 (22) (2004))

- There is no federal law requiring special education for Gifted and Talented students. (Johnson, 2009)- Currently, there isnt a federal mandate for individual states to adopt specific language pertaining to Gifted and Talented students. (Danielian & Langley, 2012)

3Gifted and talented students are identified as possessing demonstrated or potential ability to perform at exceptionally high levels in one or more of five areas: intellectual aptitude; specific academic aptitude; creative or divergent thinking; psychosocial skills; or in the visual or performing arts. (KRS 157.200 and 704 KAR 3:285)

Kentuckys Definition- A state mandate with funding for identification and programming exists in gifted education. Identification in Kentucky begins in 4th grade.

(704 KAR 3:285)4Precocity remarkable early development.Insight the ability to separate/combine various pieces of information in new, creative, useful ways.Genius a word sometimes used to indicate a particular aptitude or capacity in any area; rare intellectual powers.Creativity the ability to express novel and useful ideas, to sense and elucidate new and important relationships, and to ask previously unthought-of, but crucial, questionsTalent ordinarily used to indicate a special ability, aptitude, or accomplishment.

TerminologyAll of these terms have been used to describe children who are superior in one way or another. (Hallahan, Kaufman, & Pullen, 2009)

5An Introduction 6There are 3 main types of giftedness:AnalyticSyntheticPracticalSternbergs Theory of IntelligenceAnalytic giftedness involves being able to take a problem apart to understand the parts of a problem and how they are interrelated. This is usually measured by conventional intelligence testsSynthetic giftedness involves insight, intuition, creativity, or adeptness at coping with novel situations. These skills are associated with high achievement in the arts and sciences. Practical giftedness involves applying analytic and synthetic abilities to the solution of everyday problems. These skills characterize people who have successful careers.

(Sternberg, 1997), (Hallahan, Kaufman, & Pullen, 2009)

75 criteria for judging if someone is gifted and talented:ExcellenceRarityDemonstrabilityProductivityValueClassification Excellence: Are they superior to their peers in one or more specific dimensions of performance?Rarity: Do very few members of their peer group exhibit the characteristic/s?Demonstrability: Can the person exhibit the excellent and rare ability through some type of valid assessment?Productivity: Does the persons performance lead to (or have the potential to lead to) producing something?Value: Is the persons performance highly valued by society?

(Sternberg & Zhang, 1995)8Depends on the definitionGenerally, 3-5% of U.S. students are identified as Gifted and TalentedPrevalence(Hallahan, Kaufman, & Pullen, 2009)

9Kentucky StatisticsTotal Student Population (K-12)750,048Number of Identified Gifted Students110,453- This data is from the 2010-2011 school year. - 14% of students in Kentucky were identified as gifted and talented.

(National Association for Gifted Children)10Genetic and other biological factors, such as neurological functioning and nutritionSocial factors and physical environmentsStimulationOpportunitiesExpectationsDemandsRewards for performanceEtiologyNo one knows precisely how much of each of these two factors contributes to giftedness.

(Hallahan, Kaufman, & Pullen, 2009)

11Nomination phaseScreening or identification phaseSelection or placement phaseIdentification ProcessNomination phaseNominations of a student can come from any of the following:TeacherParentPeerThe student themselves- Screening or identification phaseIndividually administered or small-group assessments designed to identify the gifts and talents of students in particular domains. They can include any of the following:Individual tests Professional observationsPortfolio productsPerformancesAuditionsInterviews - Selection or placement phaseA committee of professionals in gifted education will examine the data collected and determine which students need services or activities that are not provided in a general education classroom.

(Johnson, 2009)

12Far ahead of peers in specific areasPossibly advanced in one area, but not anotherLearn to read easily Become upset when they are discriminated against or prevented from reaching their full potentialHappy, well-liked, emotionally stable, self-sufficient, and have a positive self-imageWide variety of interestsAppear to make internal and external comparisons of their workSelf-aware, self-assured, socially skilled, and morally responsible

Characteristics of Gifted & Talented Students- These are some of the characteristics of gifted and talented children - a child may have any mix of these characteristics.

(Hallahan, Kaufman, & Pullen, 2009)

13All cultures have the concept of giftedness.The American culture is ambivalent:Americans like the good things that giftedness brings;However, Americans do not like intellectual superiority.Effects of Cultural Values(Hallahan, Kaufman, & Pullen, 2009)

14 Many are disadvantaged by life circumstances:Economic needsRacial discriminationMinoritiesDisabilitiesGender Females are underrepresentedUnderachieves are often overlookedThey may underachieve due to emotional problems, or because the school work is not challenging for them.Neglected Groups of Gifted & Talented Children(Hallahan, Kaufman, & Pullen, 2009)

15Education of gifted and talented students should have 3 characteristics:1) A curriculum designed to accommodate the students advanced skills2) Instructional strategies that are consistent with the learning of the students with extraordinary abilities in the particular content areas of the curriculum3) Administrative arrangements facilitating appropriate grouping of students for instructionEducational Considerations(Hallahan, Kaufman, & Pullen, 2009)

16The two most common ways of accommodating gifted and talented students:AccelerationEnrichmentEducational Considerations ContinuedAcceleration involves moving a student ahead academically to be grouped with older students or those in advanced placement.Acceleration has not been used frequently, particularly in rural areas.Usually used with students who score 160 or higher on individually administered intelligence tests.One criticism is that older students will bully and be a negative influence on the gifted student if they are advanced to a higher grade level.Enrichment involves adding to or altering the curriculum to be more challenging to those with special abilities.

(Hallahan, Kaufman, & Pullen, 2009)

17It is important to identify children early so that their talents can be further developed.It also helps make sure that a students abilities are not overlooked.Currently, there is more emphasis on older students with gifts and talents as opposed to younger ones.There is a lack of research to show effective ways to identify young children (i.e. before 3rd/4th grade).Some school policies refuse to advance students past their chronological age peers.

Early Intervention(Hallahan, Kaufman, & Pullen, 2009)

18Typically these students have a smooth transition.Most know their strengths and weaknesses by this age.Many need personal counseling about further education and career paths.These are problems that mirror those of students with disabilities of the same age.Again, acceleration and enrichment are the two primary accommodations.Transition to Adulthood(Hallahan, Kaufman, & Pullen, 2009)

19Educational AspectsDesigning, implementing, and assessing to meet the students needs.20Gifted and talented students may easily become bored in class it is very important to challenge them.Use Blooms Taxonomy:


In order to differentiate, teachers must be knowledgeable about above-grade-level standards and content. (Rakow, 2012)Teachers should differentiate lesson by lesson, not differentiate all the units for the year at one time. Different students will be strong in some areas and weaker in others.Another teacher gives students challenging questions from the textbook to answer if they finish their work earlier that way, students are focused on the material and are expanding their knowledge and understanding. (Cleaver)Another option to use when students finish early is to create an independent project activity that is related to their interests, as well as the topic being studied. (, 2006)

211) Provide open-ended assignments2) Create opportunities for collaboration3) Use tiered assignments4) Let them pursue independent projects5) Find the right books6) Consider an