![]() Most have some definition similar to that used in Texas, whose definition states This definition has been adopted in part or completely by the majority of the states in the United States. The 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." (P.L. Johnsen explained that gifted children all exhibit the potential for high performance in the areas included in the United States federal definition of gifted and talented students: In her Identifying Gifted Children: A Practical Guide, Susan K. Gifted adults are seldom recognized as a special population, but they still have unique psychological, social, and emotional needs related to their high intelligence. These differences do not disappear when gifted children become adults or leave school. While many people believe giftedness is a strictly quantitative difference, measurable by IQ tests, a number of people have described giftedness as a fundamentally different way of perceiving the world, which in turn affects every experience had by the gifted individual. His work was a catalyst for school districts to include more opportunities for creative expression in their programs for gifted children. He theorized that it resulted from the interaction of three traits: general or specific abilities that are above average, commitment to task, and creativity. Sousa proposed a definition of giftedness in 1978 in his book How the Gifted Brain Learns. Still today, gifted children are often classified by the use of IQ tests, but developments in theories of intelligence have raised serious questions about the appropriate uses and limits of such testing.ĭavid A. They may have severe impairments in communication, language, and sensitivity to others, yet are outstanding in one area, such as numerical calculation, musical performance, or drawing. "Autistic savantism" formerly called "idiot savant" refers to the exceptional abilities exhibited by autistics or people with developmental disorders. Such an individual may be well-versed in literature or science, with an exceptional skill in a specialized field of learning, alongside other ordinary abilities or marked deficits. Savants are people that perform exceptionally in one field of learning. Prodigy is a term commonly used to describe young children who display a high level of skill in a particular endeavor at a very early age. Only a small fraction of the numbers of gifted are classified as geniuses. In earlier times, the term genius was widely used to describe gifted children, but it is now limited to the exceptionally gifted, with an IQ (Intelligence Quotient) that tests higher than 160. Profoundly gifted/”genius”: 175+, or 1 in 3 million (99.99997th percentile).Moderately gifted: 130+, or 1 in 50 (97.9th percentile).Bright: 115+, or one in six (84th percentile).Each band of 15 points represents a difference of one standard deviation from the mean. IQ testers have used the following classifications to describe differing levels of giftedness. In the 1950s, researchers and psychologists mainly identified giftedness in terms of a high score on an IQ test. Also, the definition and identification of giftedness has expanded and changed as new theories of intelligence have been developed. However, the definition of giftedness may vary dependent on what is valued in a particular culture or society. The formal identification of giftedness is an important issue for schools, as the instruction of gifted students often presents special challenges. Successful gifted education of such individuals requires greater attention to the balance of different areas of development in order to allow them to reach maturity as a whole person. Some gifted children easily reach high levels of functioning in their particular area of strength, but may lag woefully behind in other areas, whether intellectual, emotional, or social. The recognition of gifted children and their needs raises questions regarding educational philosophy, techniques, and assessment.
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