Giftedness Handbook

ENERGIA SOI -
Giftedness guide for

Parents | Teachers | School
Energia SOI
LA-126, Benefic Business House, Mathuradas Mill Compound, N.M. Joshi Marg, Lower Parel (West).
Mumbai - 400013, Maharashtra, India.
soi@energiawellbeing.com | www.energiasoi.com
TABLE OF CONTENT
1. Introduction
 What is giftedness?
 Guiding principles for gifted education
 Difference between high achiever / gifted learner / creative thinker
 Common myths about gifted students
2. Theories and Definition
 Multiple Intelligence
 Intelligent Quotient and Giftedness
 Glossary
 Frequently asked question
3. Who are our Gifted Students?
 Traits exhibited by gifted learner
 General ability
 Specific academic ability
4. School wide programming options
 School wide Enrichment
 International Scholarships
 Indian Scholarships
 Gifted education in India
 Mensa in Gifted Education
5. Engagement
 Social Emotional Issues faced by Giftedness
 Common Struggles Faced by Gifted children
 Ways to engage gifted child
 Activities to Engage gifted children
6. SOI and Giftedness
 Implementation of SOI Program
 Benefits of the Giftedness Program
 Supportive Articles of Giftedness
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1. INTRODUCTION TO GIFTEDNESS
This Chapter gives an overview on giftedness and near giftedness.
The focus of education in the twenty first century is to develop learning skills of the
students. Therefore schools and other educational institutions provide a wide-range of
materials to enhance the experience and opportunities of the children. However there are
students who need extended and complex support according to their need. Therefore,
appropriate programs to explore their talents more and bring out their full potential in
their respective fields will benefit such students who exhibit characteristics of giftedness.
Various researchers like Renzulli, Gardner, and Sternberg have conducted wide research
on creative endeavors, brain functioning, multiple intelligences, and talent development
and so on. Giftedness is no longer understood just as more than high ability nor, it is
considered as a static condition based on high IQ score. Today, it is understood in terms of
diversity and inclusivity.
 What is Giftedness?
Giftedness can be defined as an exceptional or extraordinary capability with respect to

intellect, creativity and/or task commitment. Texas State Authority in the United States of
America, defined Gifted or Talented student as a child or youth who performs at or shows
the potential for performing at a remarkably high level of accomplishment when
comparing to others of the same age, experience and who exhibits:
a) Exhibits high performance capability in an intellectual, or artistic areas; or
b) Possesses an unusual capacity for leadership; or
c) Excels in a specific academic field.
Gifted children will be exhibiting their performance in diverse areas (E.g. Intellectual,
creative, artistic, leadership, academic) and we can identify them by comparing their
performance, in any of these areas, with the other students of the same age, experience
and environment.
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 Guiding principles for gifted education
There are gifted and talented students within all cultural diversities like race, gender,
education, sexual orientation, ability/disability, geographic origin, age group, social class,
family, religion, language, and ethnic group. Therefore, educational boards or educational
institutions to identify these students should administer proper testing. Effective program
needs to be implemented for the identified gifted and talented students to enrich and
strengthen their abilities and skills.
Talents get developed within his/her interested areas when the individuals have the
ability and aptitude as well as the opportunity, encouragement, support and experience.
Talents related to academics are easily observable, as the opportunity to practice and
perform is relatively high in the classroom settings. Other abilities will be developed if the
child is given proper environment to get exposed to and receive hands on experience on
those specific abilities. Therefore, effective program to strengthen the ability of a child
need to provide challenge to promote growth and to provide diversified experience to
reveal their strength and talents.
Long term programs and services, including transition planning, are needed for gifted
learners from grades primary to 12. Appropriate program planning provides consistency
for school boards and for students and their families. Such programs and services must be
designed to supplement, extend, and build on curricular and intellectual outcomes.
Furthermore, Special educational policy for education of gifted children will be fuelling a
learning process and helping the children to be more productive.
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 Difference between high achiever / gifted learner / creative thinker
High Achiever Gifted Learner Creative Thinker

Remembers the answers Poses unforeseen Sees exceptions.
questions.
Is interested Is highly curious Wonders.
Is attentive. Is selectively mentally Daydreams; may seem off
engaged. task.
Answers the questions Discusses in detail, Injects new possibilities.
elaborates
Generates advanced Generates complex, Overflows with ideas,
ideas. abstract ideas. many of which will never
be developed.
Works hard to achieve. Knows without working Plays with ideas and
hard. concepts.
Responds with interest Exhibits feelings and Shares bizarre,
and opinions. opinions from multiple sometimes conflicting
perspectives. opinions.
Comprehends at a high Comprehends in-depth, Overflows with ideas--
level. complex ideas. many of which will never
be developed.
Needs 6 to 8 repetitions Needs 1 to 3 repetitions to Questions the need for
to master. master. mastery.
Enjoys peers Prefers intellectual peers Prefers the company of
or adults creative peers but often
works alone.
Grasps the meaning Draws inferences Makes mental leaps: Aha!
Completes assignments Initiates projects Initiates more projects
that will ever be
completed.
Absorbs information Manipulates information Improvises.
Is a technician with Is an expert who abstracts Is an inventor and idea
expertise in a field? beyond the field. generator.
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 Common myths about gifted students
· Gifted students are a homogeneous group, all high achievers

· Gifted students do not need help; if they are really gifted, they can manage on their
own
· Gifted students have fewer problems than others because their intelligence and
abilities somehow exempt them from the hassles of daily life
· The future of a gifted student is assured; a world of opportunities lies before the
student
· Gifted students are self-directed; they know where they are heading
· The social and emotional development of the gifted student is at the same level as his
or her intellectual development
· Gifted students are social isolates
· The primary value of the gifted student lies in his or her brainpower
· The gifted student's family always prizes his or her ability
· Gifted students need to serve as examples to others and should always assume extra
responsibility
· Gifted students can accomplish anything they put their minds to; all they have to do is
apply them-selves
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2. THEORIES AND DEFINITIONS
Like the chapter name suggests, you can understand giftedness in depth and get answer
for the questions frequently asked.
There are various theories to understand the intelligence of individuals and the
exceptional abilities. Theory of Multiple Intelligence; Structure of Intellect is few of them.
These theories explain what intelligence is and how it work. The models like three ring
conception of giftedness explain giftedness by giving importance for its constituents.
 Multiple Intelligence:
Most of the researchers on intelligence have focused on so called “normal” children and
adults, i.e. the individuals who neither exceed nor fall below the intelligence level of most
individuals in the society. Howard Gardner, a professor at Harvard University, USA has
come up with a new model of intelligence in 1983. He studied the intelligence of the
individuals who are falling in the extremes of intelligence. According to him, there are
different kinds of intelligence and his model of intelligence describes capabilities in eight
areas. They are:
• Verbal/linguistic: Ability to use language
• Musical: Ability to compose and/or perform music
• Logical/mathematical: Ability to think logically and to solve mathematical
problems
• Visual/spatial: Ability to understand how objects are oriented in space
• Movement: Ability to control one’s body motions
• Interpersonal: Sensitivity to others and understanding motivation of others
• Intrapersonal: Understanding of one’s emotions and how they guide actions
• Naturalist: Ability to recognize the patterns found in nature
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 Intelligent Quotient and Giftedness
Intelligence Quotient, or IQ, is a theoretical construct used by psychologists within

standardized tests as a means of describing one’s intelligence level. It is a relative number
comparing an individual’s mental and cognitive abilities to the current average
performance of a population. At the right end of the intelligence curve are those who fall
on the upper end of the normal curve (see Figure 2.1), above an IQ of 130 (about 2 percent
of the population). The term applied to these individuals is gifted, and if their IQ falls above
140 to 145 (less than half of 1 percent of the population), they are often referred to as
highly advanced or geniuses.
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 Glossary
· Adaptations: are strategies and/or resources used to accommodate the learning needs of an individual
student.
· Advanced Placement: is a challenging academic high school program that offers students an
opportunity to study university-level courses. They can demonstrate this by taking an exam and, in some
cases, gain a university credit.
· Assessment for/of/as learning: is the act of collecting information on student progress and
achievement by using a variety of tasks designed to monitor and improve student learning.
· Formative assessment (Assessment for learning): It is a planned process that elicits evidence of
students’ status and is used by the teacher to adjust the ongoing instructional procedures or by students
to adjust their current learning strategies.
· Summative assessment (Assessment of learning): It is not a test but an outcome. It occurs when
instruction is no longer modifiable or when too much time has elapsed between the assessment and the
feedback. It usually takes place at the end of a period of learning for the purpose of determining the
extent to which learning has occurred.
· Effective assessment: It improves the quality of teaching and learning. It can help students become
more self-reflective and feel in control of their own learning (assessment as learning), and it helps
teachers monitor and focus the effectiveness of their instructional programs.
· Asynchrony: occurs when gifted children’s intellectual, emotional, and physical rates of growth are out
of sync—students may feel very vulnerable if they are not in an environment where it is safe to be
different.
· At risk: Students are at risk when they have physical, economic, linguistic, and emotional needs that go
unmet, which prevents them from achieving their academic potential and could lead to underachieving
or dropping out.
· Authentic assessment: is a process of evaluating student learning by using student portfolios,
products, performance, or observation to replace more traditional measures such as tests and written
assignments
· Bloom’s Revised Taxonomy: is a classification system of thinking and reasoning developed by
Benjamin Bloom that is a hierarchy of six levels describing thinking from the least to most complex
· Brainstorming: is an activity that is used to stimulate many creative ideas that are accepted without
judgment or criticism and then evaluated. When done properly, brainstorming is characterized by
fluency and flexibility of thought.
· Challenge for Credit: is a process of seeking a high school credit by demonstrating that the learning
outcomes of a particular course.
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· Cluster grouping: In a heterogeneous classroom, cluster grouping occurs when students with
similar interests, needs, and abilities are clustered together for one or more specific learning
experiences.
· Concurrent or dual enrolment: provides students with the opportunity to take university or
community college courses while enrolled full-time in high school.
· Creativity: involves the development of unique and new ideas. Encouraging creativity in students
allows for new ways of thinking about situations and new solutions to problems.
· Curriculum compacting: this is done by identifying what students have already mastered;
proving it through ways such as testing, conferencing, or observation; and having them continue
regular or enhanced learning activities in areas where work is still needed to meet expectations.
· Differentiation: addresses the diverse range of learners in the classroom by tailoring instruction
to meet individual needs. It provides greater options and challenges for those who need it. It is
about flexibility and understanding your students well enough to be responsive to their needs.
· Enrichment: consists of learning activities extending beyond the existing curriculum. Some
components could include allowing students to search for new information, pursue personal
interests, engage in creative assignments and in-depth activities, and take leadership roles.
· Gifted behaviors: Students who demonstrate above average ability or creativity, or high levels of
task commitment may exhibit gifted behaviors at certain times, under certain circumstances, and
under certain conditions.
· Independent study for credit: is initiated and developed by a student with the advice of the
teacher and is tailored to the needs, abilities, and interests of that student. When it has been
successfully completed, the student will earn a high school credit.
· Individual Program Plan (IPP): For some students with exceptional abilities, advanced learning
outcomes may need to be developed in the form of an IPP. An IPP is developed when designated
learning outcomes are changed, or additional outcomes are developed, to meet the specific needs
of the students.
· Learning centers: can be used to encourage independent learning or individual or small-group
investigations, to reinforce or extend the regular program, and to identify or extend the interests
of students.
· Learning style: The way a person processes information or learns best is his or her preferred
learning style. There are different approaches or ways of learning, such as visual, auditory, and
kinesthetic.
· Mentor: help students by sharing a similar interest, moving through material at a challenging
pace, and exposing students to real- world situations in ways that are not always available in the
classroom.
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· Multiple intelligences: is a theory of intelligence developed by Howard Gardner that represents
ways of processing information and thinking, including linguistic, logical-mathematical, spatial
(visual), bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
· Talent development: is fostered when the individual is provided with opportunities, resources,
and encouragement within his or her interest areas.
· Telescoping: Some students may not need as much time to cover the required curriculum and
may be able to complete, for example, grades 8 and 9 mathematics courses in a single year. Their
learning needs are assessed, and instruction is provided when needed. When the work has been
completed, they have time for enrichment activities suited to their interests, needs, and readiness.
· Thinking skills: The development and use of thinking skills is a key component of working with
gifted students. Thinking skills include the following:
· Convergent/divergent thinking: involves combining different ideas, based on elements these
ideas have in common, by using inquiry and logic.
· Creative thinking: can be taught directly to students by encouraging fluency, flexibility,
originality, and elaboration of answers.
· Critical thinking: is a process of actively and skillfully applying, analyzing, synthesizing, and/or
evaluating information for the purpose of decision making.
· Tiered assignments: Assignments are developed to meet the needs of a group of students
functioning at different levels. Teachers can create tiered assignments by taking into
consideration the students’ academic achievements, learning styles, and strengths and interests.
· Total Talent Portfolio: is a tool used to systematically gather and record information about
students’ abilities, interests, and learning styles. The information is then reviewed and analyzed so
the teacher can make appropriate decisions about providing opportunities for enrichment
experiences in the regular curriculum, and have a shared decision-making process between the
teacher and the student.
· Twice exceptional: The term twice exceptional refers to students whose gifts and talents coexist
with special needs. Some gifted children are exceptional both because of their strengths and their
limitations.
· Underachieving or underachievement: occurs when there is a discrepancy between a student’s
ability and his or her school performance.
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 Frequently Asked Questions
1. How are students with giftedness and talents identified?

Because giftedness is displayed in many ways, no one assessment tool or test will identify it. Identification
should include several assessment and teaching strategies from the staff and samples of student work.
2. Why do we provide enrichment opportunities to gifted students?
Enrichment opportunities support comprehensive student learning. Such programs are designed to help
all students develop to their full potential cognitively, affectively, physically, and socially. They also help all
students acquire the knowledge, attitudes, and skills needed to participate fully as contributing members
of society.
3. At what grade level does programming for students with giftedness and talents begin?
Program planning for a student with giftedness and talents begins at any grade when a need for additional
programming is identified.
4. Who identifies gifted and talented children?
Teachers and/or school teams should identify gifted behaviours. This can be done by developing a student
profile and using a variety of tools, to determine whether or not additional programming is needed to
student.
5. How do schools ensure that all students have enrichment opportunities?
Although individual teachers provide enrichment at the classroom level, it is advantageous for schools to
create an enrichment team. The purpose of this team is to identify and coordinate and provide a variety of
learning opportunities across grade levels and disciplines.
6. Who is qualified to teach gifted students?
All teachers are qualified to teach gifted students. Teaching students with gifts and talents follows the
principles of good teaching, learning and assessments with special instructions.
7. What do we do when someone tells us his or her child is gifted?
Ask the parent/guardian to give you details about the characteristics he or she has observed. Inform the
school administration of the conversation. If the student’s programming needs are not being met, a referral
to the program planning team is necessary.
8. Who can help us develop programming for students with gifts and talents?
It is essential that schools plan for enrichment activities throughout the school year to offer a balance of
learning opportunities. It is recommended that schools create an enrichment team to ensure the success of
school wide enrichment. A program planning team may highlight the need for curriculum, instruction, and
assessment with a focus on gifted programming and strategies.
9. What websites can we go to for information on giftedness?
For websites related to gifted education and talent development, see www.nagc.org – National Association
for giftedness https://educationaladvancement.org – Institute for Educational Advancement www.apa.org
– American Psychological Association www.energiasoi.com – Energia SOI
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10. We have heard the term “twice exceptional” when looking for information on learning
disabilities and giftedness. What does this mean?
The term twice exceptional refers to students whose giftedness and talents coexist with special needs.
Students who are learning and/or physically challenged are often overlooked for gifted programming
because the symptoms of giftedness or the disabilities may overlap.
11. How do we motivate a student to engage in enrichment programming?
Students become more engaged in learning when it captures areas of interest relevant to them. There are
many ways to investigate student interests, including informal conversations, formal interviews, and
checklists.
12. What is the role of resource/shadow teachers?
While there are several names for resource/shadow teachers across the globe, the qualifications, roles, and
responsibilities are clearly outlined. Resource/shadow teachers are an integral part of the program
planning team and can assist classroom teachers in the development, implementation, and monitoring and
reporting of individual program plan (IPPs) for gifted students.
13. What does a program planning team do once they receive a referral?
Upon receipt of a referral for enrichment, the program planning team will follow the same procedures and
process as for any student with special needs. Providing appropriately complex and challenging program
should be a priority during this process.
14. How can teachers support a student’s transition from grade to grade and beyond?
It is very important that the student experience a smooth transition into school, from grade to grade,
school to school, and school to community. Supporting documentation placed in a student’s cumulative
record will provide the receiving teacher with the prior and current learning programs provided for the
student.
15. Is there PD available at the school/board level?
Professional development (PD) programs will vary by school board. Opportunities both at the school and
board level, such as professional learning communities, staff meetings, mentors, grade-level team
meetings, school accreditation, and school- and board-developed PD, can provide valuable learning
opportunities for staff/parents/guardians.
16. Who makes decisions about gifted students' experiences in the school?
In many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative
school administrator to ensure that they are adequately challenged in the classroom. Because this task
isn't always easy, such organizations are committed to increasing awareness of the importance of quality-
gifted education programming for high-ability learners.
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17. What are the different ways gifted students are served in the classroom?
In most cases, the decisions about the range of services offered are made locally, and may include pull-out
programs, advanced classes, varied grouping strategies, acceleration, differentiation of curriculum and
instruction, dual enrolment, This range of services can be organized in a variety of ways:
- Accommodations in the regular classroom
- Part-time assignment to both regular and special classes
- Full – time grouping with students of similar abilities
- Acceleration or grade advancement
18. Does race, gender or socio-economic status figure in giftedness?
Children with extraordinary intellectual ability exist in all ethnic, social and economic backgrounds and in
both genders. However, in order for their intellectual ability to be developed, it must be identified early
and nurtured with an appropriately challenging educational program throughout their schooling years.
19. If my child has been identified as having a disability, can they also be identified as gifted?
Yes. A student can have both a disability and be gifted. In cases where the student has an IEP, both the
disability and the giftedness will be addressed in the students’ IEP. In other cases, the student’s giftedness
would be addressed in a GIEP.
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3. WHO ARE OUR GIFTED STUDENTS?
As the chapter name asks, identify and understand the vast abilities and skills of gifted children
Traits exhibited by gifted learner
General Ability in Academic Area:
· Good memorization ability
· Advanced comprehension
· Acquires basic-skills knowledge quickly
· Widely read in special-interest area
· High academic success in special-interest area
· Pursues special interests with enthusiasm and vigor
General Intellectual ability:
· Formulates abstractions
· Processes information in complex ways
· Good observant - excited about new ideas
· Enjoys hypothesizing
· Learns rapidly
· Uses a large vocabulary
· Self-starter
In Creative Area:
· Has in-depth foundational knowledge.
· Exhibits original thinking in oral and written expression
· Possesses a sense of humor and prefers complexity and open-endedness.
· Contributes new concepts, methods, products, or performances.
· Has extreme fluency of thoughts and a large number of ideas.
· Uses unique solutions to problems, improvises.
· Challenges existing ideas and products.
· Criticizes constructively.
· Is a nonconformist, uninhibited in expression, adventurous, able to resist group pressure
In Leadership:
· Assumes responsibility
· High expectations for self and others
· Fluent and concise self-expression
· Foresees consequences and implications of decisions
· Good judgment in decision making
· Well-liked by peers
· Self-confident and organized
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In Visual/ Performance arts:
· Outstanding in sense of spatial relationships
· Unusual ability for expressing self-feelings, moods, etc., through art, dance, music
· Good motor coordination
· Exhibits creative expression
· Desire for producing "own product"
· Good observant
In Music:
· Discriminate fine differences in tone, relative, or absolute pitch.
· Identifies a variety of sounds (background noise, singers, and orchestral instruments).
· Varies loudness and softness,
· Remembers melodies and can produce them accurately.
· Plays an instrument or indicates a strong desire.
· Creates own melodies.
· Likes producing music with others.
Specific academic ability –

Math/Science
· Is interested in numerical analysis.
· Has a good memory tor storing main features of problem and solutions.
· Reasons effectively and efficiently.
· Solves problems intuitively using insight.
· Can reverse steps in the mental process.
· Organizes data and experiments to discover patterns or relationships.
· Is flexible in solving problems.
Social Studies/Language Arts
· Enjoys language/verbal communication, communication skills.
· Engages in intellectual play, enjoys puns, good sense of humor.
· Organizes ideas and sequences in preparation for speaking and writing.
· Suspends judgment, entertains alternative points of view.
· Is original and creative--has unique ideas in writing or speaking.
· Likes independent study and research in areas of interest.
· Uses qualities like paradox, parallel structure, rhythm, visual imagery, melodic combinations,
reverse structure, unusual adjectives/adverbs, sense of humor, and philosophical bent in writing.
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4. SCHOOL WIDE PROGRAMMING OPTIONS
Like the Chapter Title above says, explore more on schooling nationally and internationally.
It is essential that schools plan for enrichment activities throughout the school year to offer a balance of
learning opportunities. To ensure the success of school wide enrichment it is recommended that schools
create an enrichment team.
An enrichment team is an invaluable support for teachers in organizing and planning extensions of
learning for students. Ideally, such a team could be made up of the school principal, teachers,
parents/guardians, community participants, and students as they know the resource base of the school
community and will act as a catalyst for enrichment opportunities at the school level and classroom level.
Teachers should consider what kinds of enrichment experiences enhance student learning. A planning
guide may help teachers and the enrichment team to track their school programming experiences and
activities.
School Wide Enrichment
The School wide Enrichment Model identifies, develops, and supports the gifts and talents of all students
through a broad range of opportunities and experiences. As a result of enrichment opportunities and
experiences, some students will be identified as requiring additional programming options in response to
their demonstrated gifts and talents. The goals of enrichment teaching and learning include:
· Increased learning, challenge, success, and academic achievement
· Enhanced intrinsic motivation for learning
· Improvements in self-directed learning behaviors
· Refinement of analytical, critical, creative, and problem-solving skills
· Escalated levels of talent development
·
Type I Enrichment: General Exploratory Activities: includes exploratory activities that are introductory
and event-oriented and designed for all students. Type I activities and experiences should be considered as
part of the identification process. They are designed to help uncover hidden talents, develop new talents,
and identify student potential.
Type II Enrichment: Group Training Activities: enrichment builds on the identified abilities and
potential for performance. It includes individual or small group activities that are designed to build skills
that are oriented to methods and materials. Type II activities provide opportunities for students to gain the
skills that may be required to carry out Type III investigations.
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Type III Enrichment: Individual and Small Group Investigations of Real Problems: enrichment
includes in-depth independent study of authentic problems that are product and audience oriented
(advanced investigative projects based on student interests and strengths). Students should develop
timelines for completing components as well as the whole task. During the process students should be
looking to produce original thoughts and ideas. The product should be shared with an audience who can
appreciate and/or learn from what the students create. In order to ensure appropriate evaluation, both the
product and process of its development should be evaluated both by the student who created it and by the
product’s audience, using previously established “real world” criteria appropriate to the product
 International Scholarships
1. Adelle McClendon Young Leader Scholarships

In memory of a noted leader in gifted education and the coordinator of gifted programs for developing
leadership potential, the Adelle McClendon Young Leader Scholarships are offered annually by the Texas
Association for the Gifted and Talented for $2,500. Qualified Texas residents must be gifted graduating
high school seniors who will be pursuing post-secondary education at any accredited U.S. institution and
have demonstrated outstanding leadership.
2. Arkansans for Gifted and Talented Education Youth Challenger Award
Annually, the Arkansans for Gifted and Talented Education (AGATE) presents the Youth Challenger Award
for up to $1,500 to recognize a gifted student in grades 7-12 who has risked taking a creative, innovative,
or different step in a direction that most people would not even consider, such as the formation of an
unusual idea, project, product, or program. Nominees must meet award criteria, be a member or affiliate in
good standing, and submit a two-page essay on their innovative contributions to society.
3. California Association for the Gifted Intellectual and Artistic Scholarship
The California Association for the Gifted Intellectual and Artistic Scholarship is offered for $1,000 annually
to a gifted high school junior or senior student who is enrolling in advanced higher education at an
accredited California university during the next school year. Instead of stressing GPA and financial need,
this scholarship is intended to support an individual’s passion for learning or creating with preference
given to students who demonstrate outstanding achievement in a chosen area of talent or giftedness.
4. Caroline D. Bradley Scholarship for Exceptional Children
Sponsored by the Institute for Educational Advancement (IEA), the Caroline D. Bradley Scholarship for
Exceptional Children identifies exceptionally gifted middle and high school students nationwide who have
demonstrated high academic excellence and offers them a four-year full-tuition scholarship to an
institution that best fits their intellectual needs. In order to qualify for this prestigious and highly
competitive award, candidates must score in the 97th percentile or above in one or more major academic
areas and exhibit a passion for learning.
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5. Davidson Fellows Scholarships
Recently named as one of the ten biggest scholarships in the world, the Davidson Institute for Talent
Development provides the Davidson Fellows Scholarships for $10,000, $25,000, and $50,000 to
extraordinary young people who have completed a significant project in science, technology, engineering,
mathematics, literature, music, philosophy, or outside the box. Eligible applicants should be 18 or younger,
be legal U.S. citizens, and possess a college graduate level of knowledge in their particular area of
giftedness.
6. Gladys C. Anderson Memorial Scholarship
Administered by the American Federation for the Blind (AFB), the Gladys C. Anderson Memorial
Scholarship grants $1,000 each year to a female undergraduate or graduate student with exceptional
giftedness in studying classical and/or religious music at an accredited four-year U.S. institution. For
consideration, female candidates must submit a completed online application, an official transcript, two
letters of recommendation, proof of legal blindness or visual impairment, and a musical performance on
CD.
7. Graeme Clark Scholarship for Exemplary Honors
In honor of his pioneering work that led to first implant for the hearing impaired, the Graeme Clark
Scholarship for Exemplary Honors is available to Nucleus Cochler Implant recipients around the world
with outstanding academic achievement who need financial support to undertake university studies.
Eligible applicants for the $2,000 award must be graduating high school seniors, be enrolled in an
accredited institution, and demonstrate commitment to the Cochlear ideals of leadership and humanity.
8. Jack Kent Cooke Foundation College Scholarship Program
Each year, the Jack Kent Cooke Foundation hosts a College Scholarship Program to provide undergraduate
scholarships for up to $30,000 to high-performing gifted high school seniors with financial need to attend
the nation’s best four-year accredited universities. Eligible candidates must plan to graduate from a U.S.
high school, earn a cumulative GPA of 3.5 or above, receive standardized test scores in the top 15% of the
country, and demonstrate unmet financial need with a family income under $95,000.
9. Jackie Robinson Foundation Minority Scholarships
For gifted graduating high school minority seniors, the Jackie Robinson Foundation Minority Scholarships
can provide up to $24,000 for four years of undergraduate study at an accredited post-secondary
institution within the United States. Eligible students must exhibit outstanding academic achievement,
show leadership potential, and demonstrate a commitment to community service. Applicants must attach
one letter of recommendation, an official high school transcript, proof of U.S. citizenship, and official SAT or
ACT scores.
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10. Jefferson Scholars Foundation for Extraordinary Accomplishment
The Jefferson Scholars Foundation for Extraordinary Accomplishment awards scholarships for over
$26,000 annually in recognition of gifted individuals with extraordinary intellectual range who also
possess the highest qualities of leadership, scholarship, citizenship, and service in their communities.
Eligible undergraduate and graduate students must be interested in attending the University of Virginia,
rank in the top 10% of their class, receive a SAT score of at least 2100, and demonstrate excellence in
extra-curricular involvement.
11. Laura Allard Future Vision Scholarship for Gifted Students
Sponsored by the Texas Association for the Gifted and Talented (TAGT), the Laura Allard Future Vision
Scholarship for Gifted Students provides $2,500 annually to one gifted high school senior who has
demonstrated outstanding academic performance, possesses a strong sense of purpose, and has a long-
term plan for achieving their clearly defined future goals. Scholarships must be utilized for covering the
costs of tuition for attending any accredited four-year university in the United States on a full-time basis.
12. Malone Family Foundation Scholarship
Founded by Dr. John C. Malone as a well-known communications and media executive, the Malone Family
Foundation Scholarship provides funding to identified talented and gifted middle or high school students
in the United States for 30-100% of tuition costs for attending any educational program that meet their
intellectual needs. Preference will be given to gifted students who lack the financial resources needed to
access quality education and best develop their unique talents.
13. Margaret Gosfield College Grant for the Gifted
In honor of an outstanding educator who has served as the Board of Directors for the California
Association for the Gifted (CAG) for two decades, the Margaret Gosfield College Grant for the Gifted offers
$1,000 annually to academically gifted students in their junior or senior year of high school who are
attending classes at an accredited California university. Candidates must be planning to enroll full-time in
post-secondary education during the next school year and demonstrate extraordinary achievement in a
chosen area of talent.
14. Mensa Education and Research Foundation U.S. College Scholarships
With an average total of $85,000 in funding available each year, the Mensa Education and Research
Foundation provides numerous U.S. College Scholarships to intellectually gifted graduating high school
seniors who are Mensa members and will be enrolling full-time in a degree program at an accredited U.S.
institution in the following academic year. Applicants must write an original essay of up to 550 words
describing their future career, academic, and/or vocational goals and how they plan to achieve them.
15. National Collegiate Inventors Hall of Fame Competition Awards
As an exciting competition that encourages invention, entrepreneurship, and creativity in gifted students
who are working on cutting-edge inventions at their universities, the National Collegiate Inventors Hall of
Fame Competition offers over $100,000 in cash awards to the nation’s most innovative undergraduate and
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graduate students showcasing their emerging ideas. Judges evaluate each invention entry based on
originality, inventiveness, scope of use, and potential environmental or economic value.
16. National Merit and Achievement Scholarship Programs

Since its inception in 1955, the National Merit and Achievement Scholarship Programs have provided
awards for $2,500 each in recognition of intellectually gifted high school students who have received the
highest Selection Index scores in critical reading, mathematics, and writing on the PSAT/NMSQT
examination. Qualified candidates must be U.S. citizens, be enrolled as high school students with normal
progression towards graduation, and be planning to enroll full-time in college no later than the fall
following diploma completion.
17. Nicholas Green Distinguished Student Award
Launched by the National Association for Gifted Children (NAGC) in memory of an extraordinarily gifted
seven-year-old who was senselessly killed in a drive-by shooting while traveling to Italy in 1994, the
Nicholas Green Distinguished Student Award is granted to one gifted student in each state for $500. High-
ability talented learners must demonstrate excellence and outstanding accomplishment in visual or
performing arts, academic achievement, or leadership for consideration
18. Ohio Association for Gifted Children College Scholarship Award
For any identified gifted or talented student who is accepted to or currently enrolled full-time in their first
year of an undergraduate degree program at a four-year accredited institution in Ohio, the Ohio
Association for Gifted Children (OAGC) College Scholarship Award presents $500 in tuition assistance.
Qualified candidates must have maintained a minimum cumulative high school GPA of 3.5, received an ACT
composite score of 27 or better, and have received a SAT composite score of 1200 or higher.
19. Quest Bridge College Prep Scholarship for High School Juniors
With the goal of connecting the world’s brightest students to America’s best universities, the Quest Bridge
College Prep Scholarship for High School Juniors is designed to provide up to $2,500 to outstanding gifted
high school juniors from low-income households in order to prepare for applying to the nation’s leading
selective colleges. To qualify, candidates must submit a current high school transcript, any available test
scores, a financial need statement, a personal essay, and at least one letter of recommendation.
20. Paul and Heather Elwell Scholarship for the Academically Gifted
At Kalamazoo Valley Community College (KVCC), the Paul and Heather Elwell Scholarship for the
Academically Gifted is granted annually to identify intellectually gifted students who are currently enrolled
in the college’s transfer program to a four-year university with the intent of earning a bachelor’s degree in
finance or economics. Eligible applicants must have a cumulative GPA of 3.5 or higher, be legal residents of
Michigan, be enrolled in at least 12 credit hours per semester, and demonstrate significant financial need.
21. Penelope W. and E. Roe Stamps IV Scholar Awards
At 35 participating elite universities nationwide, the Stamps Scholars Family Charitable Foundation
sponsors Penelope W. and E. Roe Stamps IV Scholar Awards for up to $5,000 to hard-working academically
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gifted students who are distinguished for their excellence in leadership, perseverance, community service,
innovation, academic success, and giftedness. Along with the scholarship funding, recipients benefit from
access to study abroad experiences, leadership building programs, semester gatherings, and national
conventions.
22. Scobee College Scholarships for Gifted Students
In honor of Dick Scobee who was the Commander of the Challenger space shuttle, the Florida Association
for the Gifted (FLAG) awards the Scobee College Scholarships for Gifted Students annually for $1,000 to
two male and female gifted students who are interested in pursuing an undergraduate degree in math,
science, or technology at an accredited U.S. institution. Applicants must submit an online application, a
current resume, a brief personal biography on areas of giftedness, and two letters of recommendation.
23. Ted and Sue Getterman Endowed Scholarship
Established as a merit-based award by Baylor University in honor of two beloved alumni philanthropists,
the Ted and Sue Getterman Endowed Scholarship grants up to $2,500 to academically gifted incoming and
current students enrolled in the honors College as a full-time undergraduate student. Scholarships will be
automatically renewed for a maximum of four years for recipients who meet the basic requirements and
maintain a minimum cumulative GPA of 3.6 or higher.
25. William E. Macaulay honors Scholarship Program
Within the City University of New York (CUNY) school system, the William E. Macaulay honors Scholarship
Program provides prestigious competitive awards for full-tuition to identified academically gifted and
talented students with demonstrated passion, creativity, innovation, and initiative. Eligible in-state New
York residents must be enrolled full-time in the Macaulay honors College on one of the eight CUNY
campuses
 Indian Scholarships
1. The Velammal Science Talent Search Exam:

Conducted by The Velammal Educational Trust of Tamil Nadu, the objective of the scholarship test is to
identify students with potential to study and support them with cash rewards. The total scholarship prize
on offer is Rs. 4 lakhs across 6 different levels. It’s an exam where you can put your aptitude and problem
solving skills to test and stand a good chance of winning a prize from one among the 30 prizes in each
level. Students of Class I to XII in Tamil Nadu or Pondicherry are eligible to write this exam.
2. Young India challenge for school students:
This is a scholarship for students in their 8th-12th standard. The cash prize is of the amount Rs. 20,000.
The selection process involves weekly writing challenges that one must enroll in. The winners of all the
weekly challenges compete in the finals, whose final performance will be judged by top industry mentors.
3. Gifted Girl and Girl Genius Scholarship (GGGS):
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Gifted Girl and Girl Genius Scholarship (GGGS), launched in 2007, is one of the pioneering socio-
educational initiatives undertaken by Child Care-Rai Foundation (CCRF) with a specific design to achieve
holistic and realistic empowerment of the girl child. Rai Foundation believes that Real Development is only
possible when quality education and equal opportunities reaches to its bottom of Pyramid citizens
especially girls. GGGS was started with a clear objective of providing access to professional higher
education for deserving girl students thus enhancing their opportunities for mainstream employability.
4. Felix Scholarship:
The Felix Scholarship was founded to offer gifted underprivileged students from India and other
developing countries the opportunity of furthering their postgraduate education by attending a university
in the UK. Felix Scholarship Trust offers up to 6 scholarships each for Indian graduates at University of
Oxford, University of Reading & School of Oriental and African Studies every year. The Scholarships are
open to academically gifted and underprivileged citizens of India, under 30 years of age, who hold a first
class Bachelor's degree from a recognized Indian university.
5. Pre-matric scholarship scheme for minority students:
This is a scholarship for minority students in standards 1-10th. Here, minority status is given to Muslim/
Christian/ Sikh/ Buddhist/ Parsi communities where the students’ parent’s income is less than Rs. 1 lakh
annually. The total scholarship amount comes annually to about Rs. 3,000-6,000.
6. Post-matric scholarship for minority communities
This is the corresponding scholarship for minorities in standards 11th, 12th. The classification remains the
same for the minority status. The scholarship is Rs. 7,000-12,000 annually.
7. Tata Building India School English Essay Competitions:
The Tata Building India School English Essay Competition, one of India’s largest essay competitions is an
initiative to motivate the youth of India in nation building. The competition opens with the first step to
contribute on a host of subjects related to nation building. The winners are awarded exciting prizes from
handy cams and digital cameras to laptops and trophies. Students of class 6th to 12th grade are eligible for
this exam. Knowledge of current affairs and writing skills is a must. The essay topics are carefully chosen
to allow students to be creative, insightful and genuine.
Gifted Education in India
8. National Child Award for Exceptional Achievement 2018
What is National Child Award for Exceptional Achievement 2018?
Ministry of Women and Child Development, Government of India invites applications for National Child
Award for Exceptional Achievement 2018 from students who are above 5 years of age but below 18 years.
The aim of the scholarship is to award those students who have outstanding status in the field of
academics, arts, culture, design, and sports etc.
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Some More Details on the National Competitive Exams:
NTSE-NATIONAL TALENT SEARCH EXAMINATION
NTSE is activity organized by NCERT for students of various classes. It is one of the most
popular examination conducted in India. NTSE was established in 1961. It is a
scholarship program.
ELIGIBLITY
Conducted for class-X students only.
SYLLABUS
NCERT prescribed syllabus to be followed. It covers science, math, social science and
mental ability.
SELECTION PROCESS
It has two stages of selection procedures.
STAGE I: written exam conducted by state/UT.
STAGE II: Students selected in state level exam appear for national level.
Website: http://www.ncert.nic.in/
KVPY–KISHORE VAIGYANIC PROTSAHAN YOJANA

KVPY was started in 1999 by Department of science and technology, Government of
India. The main agenda of this exam is to encourage students to take up research in the
fields of basic science, engineering and medicine.
ELIGIBLITY
Students in class-XI and class-XII of recognized institutions.
SYLLABUS
Subjects and curriculum of CBSE and ICSE boards.
SELECTION PROCESS
STAGE I: First stage is the aptitude exam. Eligible candidates are chosen from the
received applications and are called for aptitude exam.
STAGE II: Interview round. Based on the performance of aptitude exam short listed
students will be appearing for interview round. This is the final selection process.
Website: http://kvpy.iisc.ernet.in/
HBBVS–DR.HOMI BABA BAL VAIDYANIK SPARDHA

HBBVS was initiated by Mumbai science teachers association in 1981. The main aim of
this exam is to search for science talents in students and to encourage them take interest
in science.
ELIGIBLITY
Only students studying class-VI and class-IX can take up this exam.
SYLLABUS
The exam covers the subjects and topics covered in curriculum up to class VI and class
IX.
SELECTION PROCESS
STAGE I: Written test
STAGE II: Practical skill test
FINAL STAGE: Oral test i.e. the interview and submission of action research report.
Website: http://www.msta.in/
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NSO–NATIONAL SCIENCE OLYMPIAD
NSO is a national level science exam conducted by Science Olympiad Foundation (SOF).
NSO rankings will be allotted based on the marks obtained.
ELIGIBLITY
Students of class-I to class-XII are eligible to participate.
SYLLABUS
Science and math syllabus as prescribed by CBSE, ICSE or various state boards.
SELECTION PROCESS
There will be four levels of exams. First will be within the school, at the city state level
and above all will be the international level.
 SOF also conducts NCO-national Cyber Olympiad with same features as in NSO.
Website: http://www.sofworld.org/
UCO–UNIFIED CYBER OLYMPIAD

The Unified Council conducts UCO every year. UCO is a test that helps students improve
their mental ability, logical reasoning and computer skills.
ELIGIBLITY
Students in class-III to class-XII of recognized schools are eligible.
SYLLABUS
Subjects are more generic and is suitable for CBSE, ICSE and state boards.
SELECTION PROCESS
The selection is done in two stages.
STAGE I: An aptitude type of exam is conducted in school level. And the selected students
from each class appear for the second exam.
STAGE II: Students selected in school level appear for state level selection exam. Toppers
are announced based on the stage II performance.
Website: http://www.unifiedcouncil.com/
NTSE–NATIONAL SCIENCE TALENT SEARCH EXAM

Main focus of NSTSE is encouraging students to reason critically and solve problems.
NTSE question papers are scientifically designed to test concepts underlying the
curriculum.
ELIGIBLITY
Students in class-II to class-XII of recognized schools are eligible.
SYLLABUS
The subjects and study matter followed is based on CBSE prescribed curriculum.
SELECTION PROCESS
It involves two levels of selection for awarding scholarship for students
STAGE I: Selection is done in state or UT based on written exam.
STAGE II: Exam conducted by NCERT at national level. Every student scoring the
required marks will be eligible for scholarship program.
Website: http://www.unifiedcouncil.com/
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MTSE–MATHS TALENT SEARCH EXAM
Maths Talent Search Exam (MTSE) is a competitive exam conducted by Indian Institute
for Studies in Mathematics (IISMA). Mental ability, mathematical reasoning, accuracy
and speed are the main focus of this examination.
ELIGIBLITY
Students in class-III to class-IX of recognized schools are eligible.
SYLLABUS
The subjects and study matter followed is based on CBSE and ICSE prescribed
curriculum.
SELECTION PROCESS
Top rankers per class are selected and awarded scholarships.
Website: http://www.ganithasasthraparishad.org/
IMO–INTERNATIONAL MATHEMATICS OLYMPIAD

IMO is a competitive exam conducted to identify and encourage the mathematical
creativity of children in schools across India and abroad.
ELIGIBLITY
Students in class-I to class-XII of recognized schools are eligible.
SYLLABUS
curriculum.
SELECTION PROCESS
Website: https://www.imo-official.org/
NLSTSE- NATIONAL LEVEL SCIENCE TALENT SEARCH EXAM

NLSTSE is organized by Unified Council for students of various classes. It is one of the
most popular examination conducted in India. It is a scholarship. Program.
ELIGIBLITY
Conducted for students of class II- XII.
SYLLABUS
It covers science, math, social science and mental ability. Specifically physics, chemistry,
math, biology for high school students.
SELECTION PROCESS
It has two stages of selection procedures.
Website: www.unifiedcouncil.com
NSEJS- NATIONAL STANDARD EXAM IN JUNIOR SCIENCE

NSEJS is jointly conducted by IAPT (Indian Association of Physics Teachers) and HBCSE
(Homi Bhabha Centre for Science Examination).
ELIGIBLITY
All Indian students of class-I to X.
SYLLABUS
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Subjects and curriculum of CBSE and ICSE boards. Mainly focussed on science and
generic content.
SELECTION PROCESS
The selection is first made at the school level. And the qualifying students then are then
appeared for the national round.
Website: iapt.org.in
SSTSE- STATE SCIENCE TALENT SEARCH EXAMINATIONS

SSTSE is conducted by Rajasthan state Government. And is exclusively for Rajasthan
students only.
ELIGIBLITY
Only students studying class-X of recognized institutions.
SYLLABUS
The exam contents are purely based on science.
SELECTION PROCESS
It is an exam conducted in school level. Schools across the state.
Website: http://schools.aglasem.com
SLSTSE- STATE LEVEL SCIENCE TALENT SEARCH EXAM

SLSTSE is activity organized by Unified Council for students of various classes. It is one of
the most popular examination conducted in India. It is a scholarship program.
ELIGIBLITY
Students of class-IV to class-X of recognized schools are eligible to participate.
SYLLABUS
Syllabus is mainly based on science.
SELECTION PROCESS
Firstly thee selections are made at school level. And the selected students from all the
school compete at the state level.
Website: www.unifiedcouncil.com/slstse.aspx
IOS- INTERNATIONAL OLYMPIAD IN SCIENEC

IOS is a science exam held annually in the national and international level. The
conducting body for IOS is SSE (Society for Science Education).
ELIGIBLITY
All Indian Students of class-I to class-XII of recognized schools are eligible.
SYLLABUS
SELECTION PROCESS
STAGE II: Students selected in school level appear for state level selection exam.
STAGE III: Students selected in state level appear for national and international level
exam. Toppers are announced based on the stage III performance.
Website: www.sofworld.org
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RMO- REGIONAL MATHEMATICS OLYMPIAD
RMO is a prestigious exam jointly conducted by IAPT (Indian Association of Physics
Teachers) and HBCSE (Homi Bhabha Centre for Science Examination).
ELIGIBLITY
Students in class-XI & class-XII of recognized schools are eligible.
SYLLABUS
The main focus of this exam is mathematics and based on CBSE prescribed curriculum.
SELECTION PROCESS
It is held at the school level and the topper are selected and awarded accordingly.
Website: www.isical.ac.in/~rmo
IOM- INTERNATIONAL OLYMPIAD IN MATHEMATICS

IOM is a proficient math exam conducted annually by SSE (Society of Science Education)
to test the mathematics quotient among the students. It is held in national and
international levels.
ELIGIBLITY
Students in class-I to class-X of recognized schools are eligible.
SYLLABUS
The subjects and study matter followed is based on CBSE and ICSE and state syllabus.
SELECTION PROCESS
The selection is done in different stages.
exam.
Toppers are announced based on the stage III performance.
Website: https://www.imo-official.org
IOEL- INTERNATIONAL OLYMPIAD OF ENGLISH LANGUAGE

IOEL is held annually at national and international level. It is an English proficiency exam
conducted by CLF (Computer Literary Foundation).
ELIGIBLITY
SYLLABUS
The subject contents are based on CBSE and ICSE and State Board prescribed curriculum.
SELECTION PROCESS
The selection is done in different stages.
exam.
Toppers are announced based on the stage III performance.
Website: schools.aglasem.com
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NSEB- NATIONAL STANDARD EXAMINATION IN BIOLOGY
NSEB is a prestigious exam jointly conducted by Indian Association of Physics Teachers,
Association of Biology Teachers and HBSCE (Homi Bhabha centre for Science Education).
ELIGIBLITY
Conducted for class-XI and XII students only.
SYLLABUS
The main focus is on Biology with CBSE syllabus as the main stream.
SELECTION PROCESS
Website: http://iapt.org.in/
NSEC- NATIONAL STANDARD EXAMINATION IN CHEMISTRY

NSEC is a prestigious exam jointly conducted by Indian Association of Physics Teachers,
Association of Chemistry Teachers and HBSCE (Homi Bhabha centre for Science
Education).
ELIGIBLITY
Students in class-XI and class-XII of recognized institutions.
SYLLABUS
The main focus is on Chemistry with CBSE syllabus as the main stream.
SELECTION PROCESS
Website: http://iapt.org.in
NSEA- NATIONAL STANDARD EXAMINATION IN ASTRONOMY

NSEA is a prestigious exam jointly conducted by Indian Association of Physics Teachers
and HBSCE (Homi Bhabha centre for Science Education).
ELIGIBLITY
Only students studying class-XI and class-XII can take up this exam.
SYLLABUS
The main subject focus is on Physics with CBSE syllabus as the main stream.
SELECTION PROCESS
NSEP- NATIONAL STANDARD EXAMINATION IN PHYSICS

NSEP is a prestigious exam jointly conducted by Indian Association of Physics Teachers
and HBSCE (Homi Bhabha centre for Science Education).
ELIGIBLITY
Students of class-XI and class-XII are eligible to participate.
SYLLABUS
The main subject focus is on Physics with CBSE syllabus as the main stream.
SELECTION PROCESS
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ZIO–ZONAL INFORMATION OLYMPIAD

ZIO is a national wide computing examination organized by IARCS. The main focus of this
exam is to identify outstanding talents in algorithms and computing. It is conducted by
IARCS (Indian Association for Research in Computer science)
ELIGIBLITY
Students in class-VIII to class-XII of recognized schools are eligible.
SYLLABUS
The exam contents are streamlined to CBSE curriculum.
SELECTION PROCESS
The selection is done in two stages.
Firstly the exam is conducted in state and national level.
The top rankers from India are competed in International level.
Website: http://www.iarcs.org.in
IIO–INTERNATIONAL INFORMATION OLYMPIAD

IIO is a proficient examination held in computer field. It is conducted by Computer
literary foundation every year.
ELIGIBLITY
SYLLABUS
The subjects and study matter followed is based on CBSE, ICSE and State Board
prescribed curriculum.
SELECTION PROCESS
appeared for the national and international round.
Website: http://www.iarcs.org.in
NCO–NATIONAL CYBER OLYMPIAD

NCO is a national level examination conducted by SOF (Science Olympiad Foundation).
ELIGIBLITY
Students in class-II to class-XII of recognized schools are eligible.
SYLLABUS
curriculum.
SELECTION PROCESS
Website: http://www.sofworld.org/nco
NIMO-NATIONAL INTERACTIVE MATH OLYMPIAD

NTSE is activity organized by NCERT for students of various classes. It is one of the most
popular examination conducted in India. NTSE was established in 1961. It is a
scholarship program.
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ELIGIBLITY
Conducted for class-V to XII students only.
SYLLABUS
NCERT prescribed syllabus to be followed. It covers science, math, social science and
mental ability.
SELECTION PROCESS
Website: http://www.eduhealfoundation.org/
NBTO–NATIONAL BIOTECHNOLOGY OLYMPIAD

NBTO is conducted by Eduheal Foundation. It is proficient exam to find out the
outstanding knowledge of biotechnology among students.
ELIGIBLITY
Students in class-V and class-XII of recognized institutions.
SYLLABUS
Subjects and curriculum of CBSE and ICSE and State boards.
SELECTION PROCESS
Website: http://www.eduhealfoundation.org
GEOGENIUS:
GeoGenius is an Indian Geography Olympiad. It mainly tests the geographical knowledge
among students
ELIGIBLITY
Only students studying class-II and class-XII can take up this exam.
SYLLABUS
The exam covers the subjects and topics covered in curriculum.
SELECTION PROCESS
Website: http://www.geogeniusindia.com/
KO–KNOWLEDGE OLYMPIAD
KO is conducted by Knowledge Society of India.
ELIGIBLITY
Students of class-I to class-XII are eligible to participate.
SYLLABUS
Science and math syllabus as prescribed by CBSE, ICSE or various state boards. And
mostly it is test for the generic knowledge among students.
SELECTION PROCESS
The KO has two main exams in that. It is MOF (Mathematics Olympiad) and NKO
(National Knowledge Olympiad).
Website: http://aisect.org/
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To seek more help on better learning of related concepts reach out to GyanPro.
SCYGANLSTSE- SIR C.V.RAMAN YOUNG GENIUS AWARDS NATIONAL LEVEL SCIENCE

TALENT SEARCH EXAMINATION
SCYCANLSTSE is a national level science examination conducted by Vishwabharathi
Foundation.
ELIGIBLITY
Students in class-IV to class-X of recognized schools are eligible.
SYLLABUS
SELECTION PROCESS
Website: http://www.suchirindiafoundation.org/
ASSET–ASSESMENT OF SCHOLASTIC SKILLS THROUGH EDUCATIONAL TESTING
ASSET is an exam conducted by Educational Initiative.
ELIGIBLITY
SYLLABUS
The subject are based on curriculum prescribed by CBSE, ICSE and State Boards.
SELECTION PROCESS
It is conducted in school level and the toppers are selected and awarded accordingly.
Website: http://www.ei-india.com/
IAIS– INTERNATIONAL ASSESMENT FOR INDIAN SCHOOLS

IAIS is considered as one of the toughest tests in the spectrum.
ELIGIBLITY
Students in class-III to class-XII of recognized schools are eligible.
SYLLABUS
The subjects and study matter followed is based on CBSE and ICSE and State Boards
prescribed curriculum.
SELECTION PROCESS
Website: macmillaneducation.in
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 THE GIFTED EDUCATION IN INDIA
1.PRODIGY is anchored at the National Institute of Advanced Studies (NIAS), Bangalore.

(http://www.prodigy.net.in/)
2. JNV School Jawahar Navodaya Vidyalayas are a system of alternate schools for gifted students in India.
(http://www.jnvnalgonda.gov.in/)
3. Mansaa School for Special children: (http://manasaspecialschool.com/)
4. Kaveri Education (http://kaveri.edu.in/kaveri-gifted-program/)
5. Silver oaks International school (https://hyderabad.silveroaks.co.in/gifted-child-program/)
6. The British School Delhi (http://www.british-school.org/SchoolLife-StudentSupportServices-G-and-T)
7. Brain Care Educare (http://www.braincarve.co.in/ )
Mensa in Gifted Education
Roland Berrill, a barrister, founded Mensa in England in the year 1946 along with Dr. Lance Ware, a
scientist and lawyer. They had the idea of forming a society for bright people, the only qualification for
membership of which was a high IQ. The original aims were, as they are today, to create a society that is
non-political and free from all racial or religious distinctions.
The society's official objectives are:
 To provide a stimulating intellectual and social environment for its members
 To identify and foster human intelligence for the benefit of humanity
 To encourage research into the nature, characteristics, and uses of intelligence
The society welcomes people from every walk of life whose IQ is in the top two per cent of the population,
with the objective of enjoying each other's company and participating in a wide range of social and cultural
activities.
Gifted and Talented
One of Mensa's core aims is to 'identify and foster human intelligence'. With that in mind, the Board of
Mensa appointed a Gifted Child Consultant and established the Mensa Gifted and Talented Support
Programs, to assist educators in their work with gifted young people and to support young members and
their families.
British Mensa currently has around 1,300 Mensa’s under the age of 18. These are full members of the
society, and are offered the same range of benefits as adult members -magazines and newsletters, special
interest groups and social events. They are encouraged to join their own special interest group - Junior &
Teen SIG - and some regional groups may organize family friendly events such as days out, walks, or games
afternoons. In addition, the society's Gifted Child Consultant works with Mensa to create support programs
and events for people living and working with gifted children.
Teacher support, packs have been developed by Mensa's Gifted Child Consultant, Lyn Kendall (née
Allcock), who was appointed to the voluntary Mensa post in June 2004 and is a highly experienced G&T
teacher from Coventry. She has previously organized gifted and talented summer schools, advised the local
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education authorities on their policies and has long worked with gifted children organizations such as CHI
and MFGC.
Lyn says: "As a teacher working with gifted and talented students I realized that there is a gap in the
provision of support for colleagues. There are many good books and online resources, but developing
lessons is time consuming. All of us working with gifted young people want to present them with varied
and interesting challenges, but nobody seemed to be offering ready-made lesson plans - until now."
"The sessions in the Mensa Gifted and Talented Programs have been tried and tested by colleagues in
schools and initial feedback tells us our genuine attempt to support this important work in other schools is
very much appreciated.
Mensa India
Mensa India is the Indian arm of the international high IQ society that is Mensa. It is a national Mensa that
reflects the diverse nature of both Mensa and India in its member body. The society has a presence in
Pune, Mumbai, Bangalore, Kolkata, Chennai, Hyderabad and Delhi/NCR. Emerging chapters exist in Nashik
and Baroda.
Apart of numerous activities that benefit its members, Mensa India is proud of its programs like Project
Dhruv is the Underprivileged Gifted Child Identification and Nurturing Program of Mensa India (Delhi) and
the Tribal Mensa Nurturing Program (TMNP). The TMNP tested more than 15000 tribal and
underprivileged children since 2002 and has contributed to their education and lives. Success has come
with someone becoming a teacher to another a line manager in an automobile engineering major. Mensa
India is now taking this program nationwide and welcomes public / private contribution and
collaboration. We appreciate your interest in Mensa India and encourage you to take our entrance test.
Though, qualifying for Mensa is the prime aim, it is not the only one. Our test gives a percentile score to
every valid attempting candidate. The results are kept confidential and you can get a general idea of how
you compare against an international population. The best part is that there is no syllabus advised and no
academic preparation is required.
Energia SOI
5. ENGAGEMENT
Children learn best when they are engaged productively, according to their need.
 Social Emotional Issues faced by Giftedness
Gifted children are often precocious learners who can master counting, reading, and writing skills from a
very early age. They will generally have a large vocabulary, advanced grammar and adult-like
communicative abilities. But while many do exceptionally well in academic pursuits, there are cases in which
gifted students struggle with learning difficulties and behavioral issues that can make school a challenge.
For parents and educators, it can be hard to know how best to support these special children, as they require
help in areas in which they are underperforming and stimulation to encourage and nurture their giftedness.
Moreover, some gifted children have difficulty making friends with same-age peers. This can result in
feelings of isolation, low self-esteem and a lack of confidence in social situations. That’s why it’s important
to recognize problems early on, to ensure every child gets the help they need to reach their full potential.
No two children with giftedness are exactly alike. Some will present with high ability across the board
whereas others find their giftedness is concentrated in a specific area such as math, science or arts. When
giftedness is nurtured at home as well as school, gifted students can make rapid progress as compared to
same-age peers. The resulting intellect gap may make it hard for them to relate to other children. This is one
reason why some families choose to send their children to special schools where they can learn alongside
other gifted classmates.
 Common Struggles Faced by Gifted Children
Motor Skills and Conceptual Abilities

Motor skills and conceptual abilities of gifted children may not develop proportionately. For example a
gifted child may want to recreate or draw something that he/she may have seen or imagined. However,
motor skills may not be developed enough to enable him/her to recreate the image. This may cause
frustration and disturb the child emotionally. Lag in Fine motor skills may lead to difficulty with pencil
grip, or difficulty writing letters and numbers, or difficulty with the execution of what the mind’s eye sees
while lag in gross motor skills may result in clumsiness or falling a lot or poor performance in sports.
Unrealistic Expectations
Gifted children aim for perfection at all times. Such children have very high expectations of themselves.
They attempt to be perfect in whatever they do. When they fail to meet their own unrealistic expectations
they feel discouraged and de-motivated.
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Feeling Lost
Gifted children do not have much in common with children of their own chronological age. They interact
better and relate easily to older children who challenge them intellectually. Hence, in their own classroom
gifted children feel lost and tend to be loners.
Lack of Physical Abilities
Gifted children may be developed intellectually but may not possess the requisite physical ability to
complete a specific task. This may make them feel depressed and frustrated easily. Similarly while such
children may have the ability to participate in adult conversations and topics they may also cry for trivial
issues like their toy breaking or getting lost?
Misconceptions about Behavior
A gifted child often gives the impression that he/she is trying to outsmart his/her parents and teachers.
This is largely due to the child being knowledgeable, well informed and his/her ability to participate in
adult discussions. Advanced language ability in some gifted children is often mistaken for the child trying
to act superior to those around her. These issues cause misunderstandings, which can make the gifted
child feel rejected and inferior.
Problems Due to Lack of Emotional Maturity
Parents and teacher must both be sensitive to the special abilities of the gifted child and respond
accordingly. At a very early age itself some gifted children have a very well-developed sense of right and
wrong. This causes them to react differently to human concerns like wars, starvation, homeless children,
injustice and violence. Some gifted children feel very strongly about these issues and spend a lot of time
thinking about it. Such children may also be extremely sensitive. This may cause them to take criticism, or
even general anger, very personally. Therefore, it is important for parents and teachers to understand
these kind of issues and handle their behaviour. Due to the lack of Emotional skills, the child may face
difficulties like low frustration tolerance, perfectionism, rigidity, inflexibility, and hyper-sensitive.
 Ways to engage gifted child
Has your child been identified as a gifted student? If so, chances are, you sometimes feel desperate for
advice on how to navigate this journey with your son or daughter. While your friends may look on with
awe at your child’s achievements and think you have it made, you know the difficulties associated with
raising a gifted child. Being a parent of a gifted student comes with its own set of challenges and trials, and
it's important to be ready to meet these challenges head on.
1. Appreciate gifted learners as children. Just as all children do, they need love, friendship, and
reasonable standards of behavior, responsibility, time management skills, free time, and creative pursuits.
They need your involvement in their development of independence. Appreciate them for who they are
rather than who they may become.
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2. Interact with families with gifted children. Gifted children seek interest-mates and intellectual-peers
as well as age peers. You may also find solace interacting with another parent who lives with and loves a
gifted child.
3. Recognize how the personal and instructional needs of a gifted child differ from others. Gifted
students require intellectual peers who understand more abstract ideas and get their jokes. They learn
best when instruction is at a pace and level that respond to their accelerated readiness to learn.
4. Appreciate the differences among high achievers, gifted learners, and creative thinkers. Skim the chart
provided in the previous session that compares high achievers, gifted learners, and creative thinkers, and
ponder which column or combinations of columns best fits your child. Consider discussing the chart with
your children to elicit their perceptions.
5. Understand the developmental crises for gifted students. Gifted students experience uneven
development, underachievement often related to a lack of curriculum challenge, conflict between
achievement and popularity, and difficulty selecting a career due to multi potentiality
6. Assure your child that being different is okay. Gifted children can feel disconnected from age peers
who interpret so differently. Help them appreciate individual differences in others and themselves.
Provide a place where it is safe for children to be themselves.
7. Be an encourager. A parent uniquely understands the whole child as you view your child in multiple
scenarios over an extended period of time. As an encourager, validate your child’s worth and goals as you
encourage passions for learning.
8. Emphasize that what is learned is more important than any grade. Interact enthusiastically as your
child shares school work with you. Rather than focus upon the grade, prompt your child’s response with.
9. Talk up to them. Advanced vocabularies lead to higher comprehension and achievement
10. Give books and learning games as presents, and then spend time together reading and playing those
games. Research supports that reading and playing card and board games increases vocabulary, math
skills, comprehension, and critical thinking skills.
While gifted children are definitely better performers, they face societal pressures and a
misunderstanding about them can damage their lives. Proper handling of their intellect can result in
larger than life accomplishments. It's the duty of the parents to know their way of functioning and
supporting them in whatever they do.
 Activities to Engage gifted children
Reading Activities:
Many gifted students show interest in reading, learning and understanding things. Stories, Novels, Classic
literature, Fun facts, General Knowledge, Science behind phenomena can be provided to these students.
Creative Activities
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Many advanced students show incredible creativity, and you can build on that strength by giving them
activities that bring out their creative sides. Here are some ideas you could try:
Rewriting the ending of a book that students have read
 Writing a historical fiction story that takes place in a time period that they have just learned about
 Creating art that mirrors famous pieces of art in the period of history they are learning about
 Creating art that mirrors famous pieces of art in the period of history they are learning about
 Building a totem pole or a coat of arms that students believe could represent himself or herself or
the whole class (after learning about Native Americans or the Middle Ages)
 Writing songs to review the material that they have learned
Some ideas online:
 https://frugalfun4boys.com/2015/06/11/4-engineering-challenges-kids/
 https://modernparentsmessykids.com/play/
 https://frugalfun4boys.com/2016/05/08/engineering-challenges-clothespins-binder-clips-craft-
sticks/
 https://frugalfun4boys.com/2017/01/20/awesome-stem-challenges/
Hands-on Activities
Many gifted students, especially kinesthetic learners, learn best when they are able to work with
something tangible. Therefore, try to think of activities that will enable them to get "down and dirty" with
the material. Examples might include any of the following:
 Creating a go-cart or similar vehicle from recycled materials
 Building bridges from spaghetti or other substances
 Creating animals from craft supplies based on a given genetic makeup
 Comparing two different items by looking at them under a microscope
 Building a 3-D map of an area out of clay using a topographical map as a guide
 Creating a physical model of a DNA molecule
Real World Activities

Some advanced learning activities seem like busywork, but you can help your gifted elementary students
see the use in what they are creating if you focus these activities towards real life situations. Here are some
ways that you can make students feel that they are doing something practical that could actually be helpful
to the rest of the world:
 Writing a letter to the editor of a local paper responding to an issue in the community or in the
paper itself -- and actually sending it
 Designing an invention that will actually help people and figuring out how they might apply for a
patent on it
 Making their own meal plans, calculating how many calories are in various types of food, as well as
which foods contain essential nutrients
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 Organizing a fundraising event to raise money for a cause, and working with all of the math
(money), writing (advertisements), and other skills that go into it
These elementary level activities will help your gifted students recognize how the information that they
have learned can be helpful for them outside of the classroom as well. You may even find that students
begin creating their own "real world activities" based on other information that they have learned.
Language Arts
Reader's Theatre:
Using a reader's theatre script is a great way to challenge higher-level readers. You can find scripts for all
reading levels and create a dramatic performance using different readers for each part. To extend the
activity even further, your gifted students can create scenery, costumes, props and perform for their peers
and parents. This activity is fun for all elementary grade levels!
Writing Extension Activities:
If your gifted students' strengths are in writing, provide your students with frequent opportunities to
creatively write about books they have read. For example, have students re-write the ending of a story,
change the characters or setting or even create a sequel to a story they have just read. These activities can
be challenging and help gifted students be more creative with their writing.
Literature Circles:
In a literature circle, a small group of students have a discussion about a story that they have all read. The
activity is student cantered and gives students the opportunity to be leaders and engage in critical
thinking. Each student within the group is given a role or job. For example, the Summarizer, the Question
Writer, the Story Mapper, and/or the Presenter. When the circle has completed group discussion, the
group can then present their findings to the rest of the class.
Letter Writing:
Have your gifted students write a letter to a local business or newspaper about an opinion they have or
something in their community that they would like to see change. They could also write to a favorite
author or illustrator to learn more about them. Starting a relationship with a pen pal is a great way to
strengthen letter-writing skills and learn more about other cultures and environments.
Music: Listening, learning and practicing music can be used engage gifted children.
Other games
 Scrabble games
 Chess
 Building games
 Sudoku
 Rubik’s Cube
 Brain String Advanced
 Abalone
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 Brain String
 Chaos
 Color Stix
 Dizios
 Gravity Maze
 Linja
 Q-Bitz
Single Player Games for Gifted

 Brick by Brick
 Block by Block
 Colorku
 Craniatics
 DaVinci’s Helicopter Puzzle
 Gordians Knot
 Moonscape
 Quadrillion
 Rush Hour
 Shape by Shape
 Solitaire Chess
Energia SOI
ENERGIA SOI AND GIFTEDNESS
Bring out the best in your gifted child using Structure of Intellect Program
The SOI approach to learning is unique. Our goal is to develop the lifelong learning abilities that you need
to in order to be successful in school, your career, and life in general. The SOI process is simple: assess,
identify, and train. We have testing and training materials available for ages five to adult.
ASSESS
SOI tests are the best way to get a snapshot of the students’ learning abilities and to see their learning
potential.
IDENTIFY
Find out what areas - such as comprehension, evaluation, problem solving, or memory may be causing
difficulties, and see what areas are already strong.
TRAIN
Teach abilities, which are low, maintain those that are gifted, and develop further any that are average.
Giftedness - Webster’s dictionary defines gifted as “having a great natural ability.”
We tend to equate giftedness with academic achievement, but there are gifts and talents in other areas, too.
Consider the areas of school leadership, social leadership, and interpersonal relationships. SOI is
advantageous in testing abilities for students who are gifted in areas that not only pertain to academic
achievement, but also:
 Analytical thinking
 Creativity
 Judgment
 Evaluation
 Problem-solving
 Critical thinking
Gifted Program Selection

When you test a group of children to screen for the gifted, the expectation for the normal population is that
3% to 10% of the students will be selected. What about the 90+% who were not selected?
The profiles for these children are just as valid diagnostically, telling you where they have strengths and
where they need help to become better learners.
Conferences with parents of the near gifted can be made positive! Instead of saying “I’m sorry, your child
missed the cut-off by three points,” you are able to let parents know that there is help available for their
student. SOI offers training to improve low areas and enhance the near-gifted learning ability areas.
Energia SOI
The SOI Difference
SOI testing is multifaceted - many abilities are tested. Multifaceted tests are important because there are
many aspects to intelligence and people are intelligent in different ways. You want a test that is sensitive to
these differences.
Each test produces a profile of the student’s intellectual abilities. It identifies the areas in which the
student is gifted, near-gifted, above average, average, below average, etc. If a student misses your cut-off
criteria, the profile tells you how you can help the student improve.
After which their Energia SOI giftedness / near giftedness implementation start. The program would be for
an approximately 8 months, which would benefit the child and overall development.
Benefits of the Giftedness Program
This re-engagement is achieved in gifted schools and programs through a number of ways, including
the following:
 Gifted kids find many types of gifted programs challenging. These programs usually involve a
greater workload, a faster pace, and lots of enrichment.
 Gifted programs have also created many of the innovations seen in the regular classroom that
have improved academics.
 Many gifted schools and programs provide learning environments that differentiate between each
child's learning needs. For example, children might be given advanced instruction in subjects they
excel in and more graduated instruction for subjects they struggle in. This further reduces the
chance of a mismatch between a child's learning needs and the course curriculum.
 In many gifted learning environments, students are encouraged to learn about subjects that
interest them the most. This promotes a love of learning and can ignite a passion to pursue more
in-depth studies.
 Gifted programs help children to achieve their full potential Teachers are trained to differentiate
between students in terms of their unique learning needs.
 “Gifted children are a resource”; here the need for inventive and intelligent minds that will
improve the quality of life and advance in the new technological age is stated.
 Educational programs for gifted and talented children are necessary because they meet the
learning; emotional and social needs of these students while preparing them for life beyond school
in a society that doesn't fully understand or accept them.
 Dedicated or segregated gifted schools and programs enable students to be in school with peers
who often have similar abilities and interests as them. This can provide a stimulating
environment. This also enables some students to more easily find a group of friends.
------------------------------------------ Disclaimer -----------------------------------------------
This workbook is your personal copy as part of “No Gifted Brain Left Behind” Giftedness Identification Drive.
It is a copyrighted, & no part may be copied or used outside this program unless you have the written permission from
Energia Wellbeing Pvt. Ltd.
--------------------------------------------------------------------------------------------------------
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Giftedness Handbook

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ENERGIA SOI -

Giftedness guide for

Giftedness can be defined as an exceptional or extraordinary capability with respect to

High Achiever Gifted Learner Creative Thinker

· Gifted students are a homogeneous group, all high achievers

Intelligence Quotient, or IQ, is a theoretical construct used by psychologists within

1. How are students with giftedness and talents identiﬁed?

Specific academic ability –

1. Adelle McClendon Young Leader Scholarships

16. National Merit and Achievement Scholarship Programs

1. The Velammal Science Talent Search Exam:

KVPY–KISHORE VAIGYANIC PROTSAHAN YOJANA

HBBVS–DR.HOMI BABA BAL VAIDYANIK SPARDHA

UCO–UNIFIED CYBER OLYMPIAD

NTSE–NATIONAL SCIENCE TALENT SEARCH EXAM

IMO–INTERNATIONAL MATHEMATICS OLYMPIAD

NLSTSE- NATIONAL LEVEL SCIENCE TALENT SEARCH EXAM

NSEJS- NATIONAL STANDARD EXAM IN JUNIOR SCIENCE

SSTSE- STATE SCIENCE TALENT SEARCH EXAMINATIONS

SLSTSE- STATE LEVEL SCIENCE TALENT SEARCH EXAM

IOS- INTERNATIONAL OLYMPIAD IN SCIENEC

IOM- INTERNATIONAL OLYMPIAD IN MATHEMATICS

IOEL- INTERNATIONAL OLYMPIAD OF ENGLISH LANGUAGE

NSEC- NATIONAL STANDARD EXAMINATION IN CHEMISTRY

NSEA- NATIONAL STANDARD EXAMINATION IN ASTRONOMY

NSEP- NATIONAL STANDARD EXAMINATION IN PHYSICS

ZIO–ZONAL INFORMATION OLYMPIAD

IIO–INTERNATIONAL INFORMATION OLYMPIAD

NCO–NATIONAL CYBER OLYMPIAD

NIMO-NATIONAL INTERACTIVE MATH OLYMPIAD

NBTO–NATIONAL BIOTECHNOLOGY OLYMPIAD

SCYGANLSTSE- SIR C.V.RAMAN YOUNG GENIUS AWARDS NATIONAL LEVEL SCIENCE

IAIS– INTERNATIONAL ASSESMENT FOR INDIAN SCHOOLS

1.PRODIGY is anchored at the National Institute of Advanced Studies (NIAS), Bangalore.

Mensa in Gifted Education

 Social Emotional Issues faced by Giftedness

 Common Struggles Faced by Gifted Children

Motor Skills and Conceptual Abilities

 Ways to engage gifted child

 Activities to Engage gifted children

Real World Activities

Single Player Games for Gifted

Gifted Program Selection

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