On Being Gifted, Creative, and Talented mastered the current curriculum.

The
History of Gifted Education in the students’ social-emotional maturity and
Philippines high motivation to learn must also be
taken into serious consideration.
1960s and 1970s- gained recognition
WHAT ARE THE MOST COMMON TYPES OF
1978- RA 6655 Free Public Secondary ACCELERATION?
Education Act
1. Early Entrance to School: a gifted
1980s- DepEd child who shows readiness to perform
1990s- organizations were established schoolwork enters kindergarten or 1st
(PCGE,PAG,NAGCP,NRCGT) grade one to two years earlier than the
usual beginning age.
-special classes and acceleration
programs 2. Grade Skipping: a learner is double-
2000s- specialized schools (PSHS- science promoted to bypass one or more grade
and math) levels.

3. Nongraded Classroom: a learner is

Categories of G&T placed in a classroom undifferentiated
Five Categories of Definitions of Giftedness by grade levels where he or she works
and Intelligence through the curricular materials at a
pace appropriate to individual ability and
-Intellectual Ability motivational level.

-creative thinking 4. Curriculum Compacting: the regular

-talent in specific areas
-leadership and social skills
-multiple intelligences
Acceleration for gifted students
What is the importance of acceleration?
- If and when the level of instructions
given are not challenging, coupled with
low expectations from people
surrounding the gifted and talented
students, he or she may settle for
underachievement and his or her full
potential may not be reached.
curriculum of any or all subjects is
tailored to the specific gaps,
deficiencies, and strengths of an
individual student. The learner tests out
or bypasses previously mastered skills
and content, focusing only on mastery of
deficient areas, thus moving more
rapidly through the curriculum.
5. Grade Telescoping: a student’s
progress is reorganized through junior
high or high school to shorten the time
by one year. Hence, junior high may
require two years instead of three, or
high school may require three years
instead of four.

Who decides to accelerate a students? 6. Concurrent Enrollment: a student

attends classes in more than one
- The school determines whether or not a
building level during the school year-for
student may be accelerated. Procedures
example, high school for part of the day
must be followed, assessments must be
and junior high for the remainder.
provided, and the readiness of the
students must be taken into serious
7. Subject Acceleration: a student
consideration.
bypasses the usual progression of skills
What certain measures must be followed and content mastery in one subject
for acceleration? where great advancement or proficiency
has been observed. The learner will
- The student must have a high academic
progress at the regular instructional
ability. He/she must have a high score in
pace through the remaining subject
standardized tests and teacher
areas.
observations and/or anecdotal records
will serve as evidence that the student
 8. Advanced Placement: a student takes
courses with advanced or accelerated
content (usually at the secondary level)
in order to test out of or receive credit
for completion of college level
coursework. (Although one such
program is actually designated
“Advanced Placement,” several such
programs exist-for example,
International Baccalaureate.)
9. Mentorship: a student is placed with a
subject matter expert or professional to
further a specific interest or proficiency,
which cannot be provided within the
regular educational setting.
10. Credit by Examination: through
successful completion of tests, a student
is allowed to receive a specified number
of college credits upon entrance to
college. (Advanced Placement and the
College Level Examination Program are
two examples.)
11. Early Admission to College: a student
enters college as a full-time student
without completing high school.
WILL ACCELERATION AFFECT THE
SOCIAL AND EMOTIONAL WELL-BEING OF
STUDENTS?
- Numerous studies revealed that gifted
and talented learners viewed
themselves positively under their
school’s acceleration program. Their
self-esteem increases as they find peers
and social acceptance in their new
classroom environment. Researchers
also showed that advanced learners feel
more comfortable with their academic-
level peers as opposed to their age-level
peers.
WHAT CAN TEACHERS DO TO SUPPORT
ACCELERATION?
- Utilize standardized tests and informal
observations to recognize gifted and
talented learners.
- Make new challenges to stimulate their
creativity.
- Before telling the student, inform the
parents first of their child’s acceleration
options.
- Avoid teaching topics they already have
mastered.
- Make their school experience a positive
one.
- Refrain from giving judgments (success
or failure) during the acceleration time of
adjustment.
Integrating educational and career guidance
into instruction
How Did You Find Out You Were Gifted?
In Delisle’s (1987) Gifted Kids Speak Out, the
question “How did you find out you were
gifted?” provoked a variety of informative and
entertaining responses:
“In second grade; it was announced over the
intercom” (girl, age 12).
“When I was first born. My doctor told my
mother and my mother told me” (girl, 13).
“I learned I was gifted on September 12, 1982.
I found out when I got a letter from my teacher”
(boy, 10).
“I learned I was gifted from my mother.
(Intelligence is hereditary in our family.)” (girl,
12).
“In grade four, although I had the suspicion
since grade two” (boy, 10).
“In first grade in a first/second mixed class. I
would use big words and even the second
graders didn’t know what I meant” (girl, 10).
“When I passed the gifted test, my mommy told
me” (girl, 7).
“I found out in third grade. I always finished my
work early and would disturb others because I
had nothing to do” (girl, 12).
“In third grade. I was in school on a Tuesday
afternoon and my teacher called me into the
hall and broke it to me easy” (boy, 11).
What Does It Mean to Be Gifted?
James R. Delisle (1987) compiled
delightful and insightful remarks from gifted
children in a small book entitled Gifted Kids
Speak Out. For example, when asked “What
does it mean to be gifted?” a young girl from
Germany replied, “Being gifted means having
to stay in for kindergarten recess to do first- 5. Gifted and Overweight
grade math.” (With this school policy, chances
6. Depression and Suicide
are good that not many Deutsch kinder wanted
to be “gifted.”) Guidance and Counseling
A 12-year-old Pennsylvania girl 1. Intellectual Guidance
responded in writing to the question “What
does it mean to be gifted?” with this thoughtful 2. Career Guidance
reaction: Display 11-6 Steps in performing postsuicide
A Afraid, that at some point in time I’ll slip and crisis intervention
do something wrong and everyone will notice. Recommended Description
Action
G Guilty, when pressured into not doing my
best.
Decide and After a suicide, determine
I Isolated, when others make me feel left out of disseminate the school’s response,
“the group.” including how to announce
the death, to counsel
F Frustrated, when I do something great and classmates, and to give
everyone laughs. special support to high-risk
peers of the victim. Identify
T Terrified, when I don’t know the answer and teachers, counselors, and
everyone stares at me. other persons who will
E Excited, when I create something that directly communicate with
friends and peers of the
everyone appreciates.
suicide victim. Communicate
D Disgusted, that my special needs are the school response to these
neglected. key contact persons.

P Privileged, when I get extra time during Avoid Public statements and
school to do something for myself. sensationalism private remarks to students
should not glorify the
E Embarrassed, when the teacher announces deceased or sensationalize
my grades. the suicidal act.
R Relieved, when people don’t laugh at me for
getting less than 100%. Identify high- Students who were
risk persons sweethearts, close friends,
S Satisfied, when I am able to help someone or relatives of the deceased,
else with something they don’t understand. along with those having a
tendency to depression,
O On top of the world, when somebody says history of suicidality, or other
they enjoyed my work. high-risk characteristic,
should be considered for
N Nervous, when pressured to always be the
additional counseling and
best. other preventive action.

Communicate An official contact person,

Adjustment Problems with media and only that person, should
provide accurate
1. Labelling
information, updated as
2. Risk Taking frequently as necessary, to
newspapers and electronic
a. Intellectual Risk media.
b. Social Risk
Influence Reduce available means of
c. Emotional Risk environment further suicides, especially
guns, alcohol, and drugs.
d. physical Risk
e. Spiritual Risk Improve suicide Problems in the postsuicide
prevention prevention program exposed
3. Perfectionism by this particular case
4. Gifted and Gay should be examined to
 determine needed changes
in the program
Features of Career Decision-Making by
Gifted Students
On the basis of his lengthy leadership at
the Guidance Institute for Talented Students at
the University of Wisconsin, Philip Perrone
(1997) described unique features of career
decision-making by gifted persons that he
placed in the categories of psychological,
psychocreative, and social factors:
In the category of psychological
factors, he drew the following conclusions:
• Sex-role stereotypes are less a factor for
gifted students.
• Gifted persons are more likely to work at one
job for life.
• The career is central to the identity of gifted
persons; ego involvement in the career is high.
• Their achievement and mastery needs are
strong.
• Gifted students have a strong urge to make
an impact on society.
• They frequently feel exhilarated when
pursuing a goal, which makes both means and
ends satisfying.
Psychocreative factors include the
following:
• Gifted persons habitually test personal and
environmental limits, challenge the status quo,
question them- selves and others, and have
less need for closure.
• They are capable of creating their own
futures.
• They are risk takers.
• Gifted persons are likely to create and
maintain dissonance in their lives as evidence
to themselves that they are fully engaged in
life.
In the category of social factors, Perrone
found the following to be true:
• Gifted persons have a more worldly view.
• They have a greater sense of social
responsibility.
DEVELOPING A COUNSELING PROGRAM
FOR GIFTED STUDENTS
Colangelo (2003) described two possible
approaches to developing counseling
programs for the gifted: remedial and
developmental. The remedial approach
essentially is a therapeutic model. When gifted
students have problems or difficulties, a
counselor is “on call” to help. The
developmental approach is preferred. Although
a counselor is available for short- term therapy,
as with the remedial approach, the primary and
ongoing goal is to create a school environment
and home circumstances that support the
educational growth of gifted students.
A developmental counseling plan would
include the following components (Colangelo,
2003):
 Activities based on emotional and
intellectual needs;
 Counselors who are knowledgeable
about giftedness and attendant
problems;
 A strong component of individual, family,
and teacher consultations, along with
rehabilitative and therapy services; and
 Input and participation from teachers,
parents, administrators, and students
who are served.
Counseling Roles for Administrators,
Teachers, Counselors, and Parents
The following are some specific counseling-
related roles and responsibilities for
administrators, teachers, counselors, and
parents (adapted from Landrum, 1987):
Administrators will
 Learn what gifted is and what it means;
 Recognize that the needs and problems
of gifted students can be met best if
specialized individuals are given
responsibility and time to coordinate the
process;
 Ensure that the teachers and other
personnel have received proper training;
 Coordinate cooperative efforts among
teachers, counselors, and other
personnel who work with students;
 Provide school and district in-services
on gifted education, including
counseling-related concerns;
 Allow for regular meetings for G/T or
talent development staff members;
  Know the educational options for gifted  consult with parents;
students;  coordinate the total guidance and
 Listen and respond to concerned staff counseling program; and
members;  evaluate the strengths and weaknesses
 Ensure that adequate monies are of the guidance program.
earmarked to finance the program; and
Parents will
 Provide suitable facilities for the
program.  listen to the student;
 keep open communications with the
Roseberry (2002) reminds educators that one-
to-one discussions with a school counselor or school;
psychologist takes time, but is essential in  get involved in the educational process;
providing adequate counseling for gifted  form parent advocacy groups;
students.  give children quality time;
 help the child to learn time
Teachers will management;
 Listen to gifted and talented students;  guide the child in wise decision-making;
 Know the children’s talents and limits  allow creative-thinking time;
and not expect them to be gifted all the  promote reading;
time in every subject;  model appropriate risk-taking and
 Make an effort to understand test data leisure activities;
and other information in records;  expect age-related behavior;
 Intellectually challenge the students;  support the child’s interests; and
 Support and stimulate students’  not expect the child to fill the parent’s
personal interests; unfilled aspirations.
 Acquaint students with occupational
information;
 Share information about students with
members of the counseling and
guidance staff; and establish a list of
resource personnel and community
mentors.
Counselors will
 Listen to students;
 Orient young students to counseling;
 Help children make commitments to
constructive values-promote character
education;
 Arrange for students to make self-
referrals to the guidance office;
 Provide individual and group
conferences;
 assist students in finding appropriate
resources-for example, bibliotherapy,
educational, or career information;
 locate special services when necessary;
 Conduct classroom guidance activities
and assist teachers in doing the same;
 explore students’ interests in relation to
educational and career pursuits;
 Collect information about individual
students as “unique persons”;
 work with teachers, principals, and other
staff to foster a better school climate for
gifted and talented students;