Foundation of Special and Inclusive Education

Students who are Gifted and Talented

Topic Outcomes:
Enumerate and discuss the multiple intelligences of a person
Compare and contrast various definitions of giftedness and talent
Enumerate some modifications to assist in the design of programs that would be suited to gifted
students.
Describe the test procedures for gifted and talented students

Who is Gifted and Talented?

GIFTED: Having extraordinary intellectual ability and creativity.
TALENTED: Having exceptional skills and ability in a specific area such as art, music, science, and
language.

Definitions:
1. Federal Definition. The term ‘gifted and talented,” when used with respect to students, children,
or youth, means students, children, or youth who give evidence of high achievement capability in
such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields,
and who need services or activities not ordinarily provided by the school in order to fully develop
those capabilities.
2. New Proposed Definition of Outstanding Talent. Children and youth with outstanding talent
perform or show the potential for performing at remarkably high levels of accomplishment when
compared with others of their age, experience, or environment.
3. Renzulli’s Three- Trait Definition.
a. Above-average general abilities: Within the above-average abilities Renzulli makes a
difference between general abilities (like processing information, integrating experiences, and
abstract thinking) and specific abilities (like the capacity to acquire knowledge, perform in an
activity).
b. A high level of task commitment: Under task commitment, he understands motivation turned
into action (like perseverance, endurance, hard work, but also self-confidence,
perceptiveness, and a special fascination with a special subject).
c. Creativity: By creativity, Renzulli understands the fluency, flexibility, and originality of
thought, openness to experience, sensitivity to stimulations, and a willingness to take risks.

What is Multiple Intelligence?

HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCES PROPOSES THAT
PEOPLE ARE NOT BORN WITH ALL OF THE INTELLIGENCE THEY WILL EVER HAVE.
THIS THEORY CHALLENGED THE TRADITIONAL NOTION THAT THERE IS ONE
SINGLE TYPE OF INTELLIGENCE, SOMETIMES KNOWN AS “G” FOR GENERAL
INTELLIGENCE, THAT ONLY FOCUSES ON COGNITIVE ABILITIES

Multiple Intelligences of a Person

01. Linguistic Intelligence. Linguistic Intelligence is a part of Howard Gardner's multiple intelligence
theory that deals with sensitivity to the spoken and written language, ability to learn languages,
and capacity to use language to accomplish certain goals.
 Foundation of Special and Inclusive Education

02. Logical-Mathematical Intelligence. Logical-mathematical intelligence refers to the capacity to

analyze problems logically, carry out mathematical operations, and investigate issues
scientifically.
03. Spatial Intelligence. Spatial intelligence features the potential to recognize and manipulate the
patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns
of more confined areas, such as those of importance to sculptors’ surgeons, chess players, graphic
artists, or architects.
04. Bodily-Kinesthetic Intelligence. Bodily-kinesthetic intelligence is the potential of using one’s
whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion
products.
05. Musical Intelligence. Musical intelligence refers to the skill in the performance, composition, and
appreciation of musical patterns.
06. Interpersonal Intelligence. Interpersonal intelligence is the capacity to understand the intentions,
motivations, and desires of other people and consequently to work effectively with others.
07. Intrapersonal Intelligence. Intrapersonal intelligence is the capacity to understand oneself, to have
an effective working model of oneself-including own’s desires, fears, and capacities—and to use
such information effectively in regulating one’s own life.
08. Naturalist intelligence. Naturalistic intelligence involves expertise in the recognition and,
classification of the numerous species—the flora and fauna—of his or her environment.

Here are some modifications suggested by Maker (1982) to assist in the design of programs that
would be suited to gifted students.
CONTENT MODIFICATIONS FOR GIFTED STUDENTS SHOULD:
be abstract, complex, varied
involve issues of organization, study of people, methods of inquiry
PROCESS MODIFICATIONS FOR GIFTED STUDENTS SHOULD:
involve higher-order thinking processes
promote creative and critical thinking
require problem-solving
involve group interaction
have variable levels of pacing
allow for freedom of choice
PRODUCT MODIFICATIONS FOR GIFTED STUDENTS SHOULD:
involve real-world problems
be for real-world audiences
require real deadlines
require a transformation of learning
involve appropriate assessment and evaluation
involve extended or accelerated outcomes
LEARNING ENVIRONMENT MODIFICATION FOR GIFTED STUDENTS SHOULD:
be flexible and open encourage independent and intrinsic learning
 Foundation of Special and Inclusive Education

be accepting and non-judgmental

encourage complex and abstract thought
Types of Gifted Tests
ACHIEVEMENT TESTS. Achievement tests look for a child’s knowledge in a subject
area. They may be group-administered, like the SAT and ACT, or they might be
administered individually by a trained professional, like the Woodcock Johnson Tests of
Achievement.
ABILITIES TESTS. Abilities tests evaluate a child’s cognitive abilities or intelligence
quotient (IQ). These are delivered individually by a trained professional, often someone
with an advanced degree in education, psychology, or social work.
Conclusion
Clearly, identifying giftedness is not a simple process. Children may have the talent to be
qualified as gifted, but due to various circumstances, they may not demonstrate that talent in
their schooling. A lack of resources or even disabilities may lead to underperformance, and only
significant testing may reveal that they have the potential to vastly outperform their peers. It’s up
to parents and educators to come together in a combined effort to use observations and test
results to identify gifted children before their potential goes untapped.