DEPARTMENT OF TEACHER

EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES
Telefax: 563-7527
Email: education@vsu.edu.ph
Website: www.vsu.edu.ph

Name: Jinky Barcial. Omboy Schedule: 8:30-10:00 (TTH)

Course and Year: BSED-2 Score:

TALENTED AND GIFTED LEARNERS

Reflection Essay

Individuals who cannot participate normally from general education learning

disability and additional needs require a series of educational programs called special
education. It covers mental retardation, those with behavioral problems and learning
difficulties, the visually-impaired, hearing-impaired, and the gifted and talented
individuals.
Individuals who have an IQ of 130 or higher are considered gifted (Lally &
Valentine-French, 2015). Although having an extremely high IQ is obviously a lesser
problem than having a very low IQ, there could also be disadvantages toward being
exceptionally smart. It is commonly assumed that students who are labeled as "gifted"
may have adjustment issues that make it difficult for them to form social relationships.
Giftedness is an exceptional, not a disability. Children with talent and gifts are part of
CSN (Children with Special Needs). They are the individuals who have general levels of
intelligence that are above average, high levels of task dedication, and creativity.
Despite being exceptional, they require specific assistance just like people with
disabilities do because their full potential should be fulfilled as well as their talents and
creative ability. Giftedness is affected by genetic gifts and emotional intelligence in
addition to intellectual ability. These individuals demonstrate emotional characteristics
as well. Therefore, it's crucial to help them feel at ease with their giftedness so they
won't think they're different from their peers. The gifted acquire special education to help
them deal with life regularly instead of becoming emotionally depressed when they
encounter difficulties. So, teachers are important in assisting to identify gifted students.
Teachers also make a significant contribution to enhancing these youngsters' potential.
It is the responsibility of teachers to identify among the students those who exhibit
giftedness. This will significantly aid in overcoming biases that often arise while trying to
identify students who are gifted. Biases can occasionally be seen in the determination of
talented students. As a teacher, it is also our responsibility to serve as a catalyst for the
talented students' learning. For instance, it's crucial to understand that intelligent
individuals occasionally doubt what is generally acknowledged to be true by others. In
this situation, encouraging these students is preferable to intimidating them. Intimidation
will do nothing except hurt these students' academic performance. Regardless of their
obvious learning strengths, such students commonly encounter difficulties at school
unless teachers focus on providing them with something beyond the barriers of the
school's curriculum. If her teachers don't really recognize and develop her talent. For
example, a primary school child who is precociously advanced in reading might indeed
make little further progress; her talent may effectively disappear from sight as her fellow
students gradually catch up to her initial level. Students who are gifted or talented may
become bored at school if their unusual level of skill or knowledge is not accommodated,
and this boredom may eventually lead to behavior problems.
Both assessment and enrichment are important for the effectiveness of SPED
programs. Providing supplementary or alternative teaching in addition to the standard
curriculum objectives and activities is referred to as enrichment. For instance, rather
than reading books at a higher reading level, a student can read a larger range of
literary at their current reading level or even try to create their own new literary styles.
The student can choose to work on unique logic issues that were not given to the rest of
the class rather than moving on to more challenging math programs. Enrichment
functions well up to a point, similar to acceleration. To assist classroom teachers
working with talented students, enrichment modules are available (and save teachers
the time and work of creating enrichment materials themselves).Even if teachers had
the opportunity to restructure their programs, many non-gifted students would indeed be
left far behind as a result. Curriculum redesigning is also advantageous for the student
but is impossible to implement on a large scale. The suitable placement of gifted
students will result from precise testing and comprehensive assessment. These gifted
kids can reach their fullest potential through enrichment through improving, innovating,
and enhancing diversified education. The task of evaluating students' learning through
cognitive education, formal evaluation, and professional support is passed over to a
team comprised of school administrators, teachers, parents, and professional groups.
Always keep in mind that a teacher has the power to transform or destroy a student.
Therefore, let's use caution when educating, testing, and rating these remarkable kids,
also known as "gifted and talented learners."