Gifted and Talented - Gifted and Talented
Students with Exceptional Potential
Last updated: 19 July 2001
Gifted students should not be regarded as one homogeneous group. Just as differences between gifted and average students are recognised, differences also exist in students at each end of the gifted group. Many educational researchers and psychologists recognise different levels of giftedness. Gross (1993) traces longitudinal studies of gifted students by eminent researchers such as Hollingworth, Terman, Janos and Feldman.
The studies conclude that :
-
children of "exceptional" potential are both understudied and underserved
-
the majority of educators and psychologists are not aware of the great differences in intellectual and social development between the extremely gifted and the moderately gifted
-
the academic and social needs of the extremely gifted are not always met by placing them in programs designed for the moderately gifted students
IDENTIFICATION
Research (Richert, 1982) indicates that profoundly and exceptionally gifted students are particularly at risk of not being identified.
In the early years, parents are very effective in identifying gifted children and although teachers might well recognise that a student of theirs is the brightest they have ever taught, it is still very difficult for them to recognise and estimate the level of giftedness.
Used with care, teacher, parent, peer, anecdotal records, trait lists and self-nomination may contribute significantly to the effective selection of students to be administered standardised tests of ability and achievement. These tests are objective screening measures and, when used in conjunction with subjective measures, may provide a comprehensive assessment process. This combination of measures will enable teachers to identify exceptionally gifted children who may be underachieving.
The choice of standardised tests is very important when assessing extreme giftedness, as a ceiling effect may occur if the test is too easy. Care must be taken to either select a test with a very high ceiling or a test standardised for an older age group than that of the child being tested.
PROVISION
Van Tassel-Baska (1989) identified five essential elements in successful programming for gifted students:
-
content acceleration to level of student mastery
-
relevant enrichment
-
instruction and the opportunity to work with other gifted youth
-
the opportunity to work with a mentor with high-level expertise in the student's area of giftedness
-
guidance in selecting courses and direction
Research supports the effectiveness of ability grouping for exceptionally and profoundly gifted students. It is essential that they have the opportunity to work together to find intellectual and social companionship
(Gross, 1993).
These students will need enrichment, extension, acceleration and individual education programs (see Provision).
ACCELERATION
Even if the student is radically accelerated (Gross, 1993) to a higher year level, the mental age of the extremely gifted student is usually considerably higher than the average student in the class. The speed at which the student learns is also different. Therefore it is essential to allow the student to determine the rate of progress.
Acceleration is both a valid and appropriate means of meeting the educational and social needs of students who are several years ahead of their age-peers in reasoning capacity and academic achievement. When they are appropriately placed these students become strongly motivated to achieve.
An example of radical acceleration in one subject area:
X and Z are both 9 years of age.
X attends year 5 - cross grades for language and science to year 7
- radical acceleration to year 9 advanced class for mathematics
Z attends year 6 - cross grades to year 5 for social studies and also attends year 6 social studies. Time is gained for this by compacting his language program.
- radical acceleration to year 9 advanced class for mathematics
STEPS IN INDIVIDUALISING A PROGRAM FOR A PROFOUNDLY GIFTED STUDENT
1. Determine strengths, talents, social and emotional needs through:
-
Parent, teacher, peer nomination
-
Anecdotal records
-
Trait lists
-
Standardised tests
2. Assess levels of mastery in subject areas through:
-
First Steps Continua
-
Student outcome statements
-
Subject syllabuses
-
Observation
-
Teacher records
3. Determine student outcomes, which should be realistic, achievable and appropriate.
4. Determine the student's interests through:
-
interest inventories
-
interview - student, parent
5. Develop a strategy designed to enable the student to achieve stated outcomes through a combination of acceleration, extension and enrichment.
Several methods of provision might be necessary at any time, e.g.
-
Science club ( Double Helix ) - enrichment
-
Contract - language extension
-
Cross setting - mathematics acceleration ( can be one or two grade skips )
-
Cross setting - mathematics acceleration ( can be one or two grade skips )
or
-
radical acceleration of four or more grade skips
6. Evaluate
(i) Student outcomes gained through:
teacher records
observation and interview
student self evaluation
(ii) Program outcomes gained through:
teacher monitoring
regular meeting - of all teachers involved
interviews - student/teachers/parents
A SUPPORTIVE ENVIRONMENT
Establish an atmosphere which is supportive of the profoundly or exceptionally gifted student:
-
be prepared to adapt and/or change the program
-
be flexible and versatile
-
be challenging
-
be encouraging
-
be supportive
-
provide freedom for the student to be independent
-
do not isolate the student
-
demand quality not quantity, work
CONCLUSION
It is important that individualised education programs for profoundly and exceptionally gifted students are ongoing once established. Provision for enrichment, extension and acceleration should occur throughout the student's school years.
REFERENCES
Feldman, D.H. (1984). A follow-up of subjects scoring above 180 IQ in Terman's Genetic Studies of Genius. Exceptional children, 50, 518-523
Gross, M. (1993). Exceptionally gifted children. London & New York: Routledge.
Hollingworth, L.S. (1931). The child of very superior intelligence as a special problem in social adjustment. Mental hygiene, 14 (1), 3-16.
Janos, P.M. (1983). The psychological vulnerabilities of children of very superior intellectual ability.
Unpublished doctoral dissertation, Ohio State University.
Karnes, M.B. and Johnson, L.J. (1991). Gifted Handicapped in Handbook of gifted education.
Colangelo, N. and Davis, G.A. (eds). Boston, Massachusetts: Allyn and Bacon.
Richert, E.S. (1982). National Report on identification: Assessment and recommendation for comprehensive identification of gifted and talented youth. Washington, D.C. : Education Information Resource Centre, U.S. Department of Education.
Terman, L.M. (1925). Genetic studies of genius Vol.1. Mental and physical traits of a thousand gifted children. Stanford, California: Stanford University Press.
Van Tassel-Baska, J. (1983). Profiles of precocity: A three year study of talented adolescents. In J. Van Tassel-Baska and P. Olszewski-Kubilium (eds). Patterns of influence of gifted learners. New York: Teachers College Press.
