or in specific academic fields, and who need services

NATURE OF THE CONDITION or activities not ordinarily provided by the school in

(Definition, Classification, Concepts) order to fully develop those capabilities.”
Gifted, Creative, and Talented
Descriptors of a special group of individuals who Definitions of giftedness can influence:
have extraordinary abilities in one or more areas i. The number of students who are
of performance. ultimately selected in a school system.
ii. The types of instruments and selection
According to behavioral scientists: procedures used.
Gifted iii. The scores an individual must obtain to
• Children and youth with exceptionally high qualify for specialized instruction.
intelligence. iv. The types of education provided.
• Creative and talented suggests domains of v. The amount of funding required to
performance. provide services.
vi. The types of training required to teach
Capacities associated with: students who are gifted and talented.
Creative
• Elaboration Historical Developments
o ability to embellish or enrich an idea. ● 1900s: Alfred Binet and the Commission
• Transformation for the Retarded were asked by the French
o ability to construct new meanings or government to develop an intelligence test
change an idea into something new to use on children to determine which
and novel. ones might have difficulty in school.
• Visualization ● 1903: Binet published a book titled
o capacity to manipulate ideas or see “Experimental Studies of Intelligence”
images mentally. ● 1904: Charles Spearman developed the
Talented two-factor analysis,
• Mathematics ○ g factor for general intelligence, and
• Sports the s factor of specific intellectual
abilities.
• Music
● 1905: The Binet-Simon scale was
• Other performance areas
introduced as a new test for measuring
intelligence.
“Some individuals soar to exceptional heights in
● 1908: The scale was revised; dropping,
a talent domain, others achieve in intellectual
modifying, and adding tests, as well as
areas, and still others excel in creative
arranging them according to age levels
endeavors.”
ranging from 3 to 13.
The concept of mental age gradually
Defining Giftedness
emerged; a representation of what an
There is no universally accepted definition of
individual is capable of doing compared to
giftedness (Clark, 2013).
age-specific developmental tasks.
Henry H. Goddard introduced the Binet-
The Elementary and Secondary Education Act
Simon Scale to America and translated it
(The No Child Left Behind Act, Public Law 107-110)
into the English language.
defines giftedness as:
● 1911: Shortly before his death, Binet
“students, children, or youth who give evidence of
published the third version of the Binet-
high achievement capability in areas such as
Simon scale.
intellectual, creative, artistic, or leadership capacity,
● 1912: William Stern suggested the concept
called Intelligent Quotient (IQ), later
improved by Terman by multiplying a 100
in order to get a whole number.
● 1916: Terman published the Stanford
Revision of the Binet-Simon Scale, and
promoted his test called Stanford-Binet.
● 1939: David Wechsler published his first
intelligence test, the Wechsler-Bellevue.
● 1955: J. P. Guilford presented the first
version of his now-famous Structure of
Intellect (SOI) model. ● 1997: Sternberg proposed a triarchic
○ proposed that three dimensions theory of human intelligence.
were necessary for accurate ○ in which intellectual performance is
description: operations, content, and divided into three parts: analytic,
products. synthetic, and practical.
○ Recently, Sternberg coined the term
WICS: wisdom, intelligence,
creativity, synthesized—a form of
giftedness.
● 1999: François Gagne proposed another
conceptualization that centers on catalysts.
○ have both positive and negative
impacts that shape and influence the
developmental processes that give
rise to talents.

● 1980s: Ramos-Ford and Gardner

developed the Theory of Multiple
Intelligences.
○ Originally includes linguistic, logical-
mathematical, spatial, musical,
bodily, interpersonal, and
intrapersonal behaviors. The recent
Scales and Tests
addition being naturalistic.
Multiple scales and tests were made all throughout
the years, but the most notable ones are the
Wechsler Intelligence Scale for Children (WISC)
and the The Stanford-Binet Intelligence Scales.

Wechsler Intelligence Scale for Children (WISC)

David Wechsler published his first intelligence test,
the Wechsler-Bellevue, in 1939.
 ● Designed to measure the intelligence of
adults.
● As the years went by, Wechsler created an
alternate test designed for school-aged
children, and preschool children.
3 current Wechsler intelligence tests
● the Wechsler Preschool and Primary
Scale of Intelligence-Third Edition (WPPSI-
III), published in 2002.
● the Wechsler Intelligence Scale for
Children-Fourth Edition (WISC-IV),
published in 2003.
● the Wechsler Adult Intelligence Scale-
Fourth Edition (WAIS-IV), published in
2008.
*Addition to the Wechsler intelligence tests
● WISC-IV Integrated, published in 2004.
○ adds 16 additional subtests to those
in the standard WISC-IV.
**These subtests tap into processing issues that
underlie a child’s scores, knowledge of which may
enhance suggestions or interventions.
**Most of these supplemental subtests involve
tasks similar to the standard WISC-IV subtests,
but with different methodologies, such as multiple
choice rather than free recall items, or the removal of
the opportunity for speed-based bonus points.
WPPSI-III vs. WISC-IV vs. WAIS-IV
Although each is customized for the age group it
tests, all are fundamentally similar in a number of
important ways.
● all are individually administered and
involve direct verbal interaction between
the assessor and the client.
● includes 10 to 15 subtests, some of which
are optional.
○ subtests involve both verbal and
nonverbal tasks and are grouped to
form four separate index scores:
(1) verbal comprehension,
(2) perceptual reasoning,
(3) working memory, and
(4) processing speed, as well as a
single full-scale intelligence score.
Stanford-Binet Intelligence Scales-Fifth Edition
The Binet-Simon scale, published in 1905, was
revised numerous times and renamed resulting in
the current version, the Stanford-Binet Intelligence
Scales-Fifth Edition (SB5).
● Like the Wechsler tests, the SB5
incorporates a hierarchical model of
intelligence.
● Uses many subtest scores to yield five
“factor” scores as well as a single full-
scale IQ score.
SB5 vs Wechsler tests
● The Stanford-Binet test covers the entire
lifespan beginning at age 2, whereas three
different Wechsler tests target preschool,
school-age, and adult clients.
● Subtests of the SB5 include more items at
the low and high ends of difficulty. The
specific subtests and five factors measured
by the SB5 differ from those measured by the
Wechsler tests:
(1) fluid reasoning,
(2) knowledge,
(3) quantitative reasoning,
(4) visual–spatial processing, and
(5) working memory
Alternatives
● Kaufman Assessment Battery for
Children-Second Edition (KABC-II)
○ alternative to the WPPSI-III and the
WISC-IV.
○ measure verbal and non-verbal
intelligence in child and adult clients.
● Woodcock-Johnson III NU Complete (W-J
III NU Complete)
○ two full batteries (one to measure
intelligence, the other to measure
achievement)
○ frequently used in learning disability
assessments.
● Peabody Picture Vocabulary Test-IV
(PPVT-4)
○ Each item involves the assessor
stating one word and presenting four
drawings to the client. The client’s
task is to choose the drawing that
 corresponds to the word stated by the
assessor.
○ Responses indicate receptive
vocabulary and verbal skills, from
which intelligence can be inferred.
● Universal Nonverbal Intelligence Test
(UNIT)
○ originally published in 1996
○ exemplifies effort to prevent aspects
of culture from confounding the
assessment of intelligence.
○ Interpersonally administered test, but
it does not rely on spoken language
at all. Instead, the assessor’
instructions occur in the form of hand
gestures, and the client’s responses
involve only pointing or manual
manipulation of objects.
○ Use only with school-age children.
○ Offers psychologists a culturally
sensitive option for the assessment
of some culturally diverse clients
Summary
● Conceptions of giftedness during the early
1920s, giftedness was closely associated
with an individual's IQ score, and a single
score was used to identify giftedness.
● Over time, the concept of giftedness has
undergone significant changes. It now
includes exceptional creativity in addition
to high intellectual abilities.
● The term "talented" is now used to describe
those who excel in visual or performing
arts and other areas of performance,
expanding the definition of giftedness.
● Despite varying definitions and selection
procedures, only around 3 to 25% of
students in the school population are
currently recognized as gifted.
CHARACTERISTICS
(Typical Signs & Symptoms / Diagnostic Criteria)
Determining the number of children who are gifted is
a challenge. It is a complex task.
● Problems used to determine giftedness are
usually inherent.
● What constitutes giftedness?
● Has multiple definitions ranging from
restrictive to very broad descriptions. It also
changes within time.
Early Studies About Giftedness
● Led to a stereotypical view of giftedness.
● Before the 1950s: the description of
giftedness was limited in terms of intellectual
ability only through intelligence tests.
○ 2 to 3 percent of the general
population was considered gifted.
● During the 1950s: professionals in the field
advocated an expanded view of giftedness.
○ Terms such as academically talented
were used to refer to the upper 15 to
20 percent of the general school
population.
● Prevalence estimates have fluctuated
depending on the views of politicians, policy
makers, researchers, and professionals
during past decades.
● Currently:
○ 2 to 5 percent may be identified as
gifted.
○ 10 to 25 percent if individuals
identified through talent development
programs are included.
The Problem with Current Research:
● Some studies have generated many
characteristics to those who are gifted, but
still emerged as oversimplified and
incomplete views of giftedness.
● Much of the initial research about the
characteristics of giftedness was conducted
with limited population samples.
○ Did not include adequate samples of
females.
○ Limited individuals from various ethnic
and cultural groups.
○ Did not control for factors directly
related to socioeconomic status.
● Therefore, characteristics from these studies
are not representative of gifted individuals
as a whole but reflected the characteristics
of gifted individuals from advantaged
environments.
○ Characteristics that have surfaced
represent the particular population
 studied rather than the population of
gifted individuals as a whole.
So how can you describe giftedness?
● Based on its history and the various
research, we conclude that:
○ Gifted individuals come from all
population sectors.
○ Research findings of the past must be
interpreted with great caution since
giftedness is a broad term that also
changes with the times.
Davis and Rimm (2004) Positive and Negative
Characteristics Who Are Gifted
Note that these characteristics have been described
by professionals as oversimplified and not
representative of giftedness as a whole.
Other Characteristics of Gifted Children at 0-6
● Gifted students who are intellectually able,
demonstrate one resounding trait: they are
developmentally advanced in language
and thought.
○ Many learn to speak and read very
early.
○ Their mental ages (through
intelligence tests) far exceed their
chronological ages.
● Their innate curiosity and capacity for asking
questions can drive some parents and
teachers to the brink of exhaustion and
desperation.
○ These students can be unusually
tenacious in pursuing ideas,
discussing concerns, and raising
questions.
○ May have interests that would be
characteristic of older children or
adults.
General Characteristics of Gifted Children
1. Well-adjusted and socially adept.
○ Of course, there are still exceptions.
2. Emotional Excitability & High Sensitivity -
an attribute of gifted children and youth.
○ Their reactions can be more intense
(feeling more joy or experiencing
greater sadness than people their
same age).
3. Creative: share a number of personality
attributes and dispositions.
○ Exhibit high energy and high
motivation to succeed or perform.
○ Has a zest for pursuing tasks and
seeking solutions to problems they
encounter.
○ Have a proclivity for risk taking (love
trying new activities, experiment with
new behaviors, out-of-the-box
thinking).
Years Old (Bildiren, 2017)
1. Early Walking and Talking (0-2 years)
● Majority of the gifted children in the
study started earlier in walking and
talking than those ungifted.
2. Perception (2-4 years)
● Gifted children perceive a new
situation very fast either when they
face a new stimulant or when they
develop a new skill with an already
existing situation and that they solve
the problems rapidly.
3. Early Reading (4-6 years)
● All the families of gifted children who
learned to read and write stated that
their children learned it by themselves
without the families putting in any
effort.
4. Mathematical Ability (4-6 years)
● Gifted children displayed different
characteristics in the field of
 mathematics in comparison with
ungifted children.
A REMINDER
● Not all gifted children will possess all of these
traits mentioned. However, parents, teachers,
coaches, and mentors have an opportunity,
as well as an obligation, to encourage
these traits, behaviors, proclivities, and
dispositions. Studies of the lives of prominent
gifted and talented individuals reveal that
mentoring, special activities, and the
efforts of parents have had more impact
on success than have school activities
ETIOLOGY
● There are different factors that contribute
significantly to the presence of various kinds
of giftedness.
● There has been a significant progress in
differentiating genetic and environmental
factors that contribute to giftedness
○ Studies of identical twins raised in
different environments showed that
44 to 72% of their intelligence is
inherited.
● Many of the theories tackling the emergence
of giftedness have been derived from the
study of general intelligence and few have
focused on the origins of giftedness.
○ Star Model by Tannenbaum (2003)
■ explains giftedness as the
dynamic and static
interaction between innate
abilities, special aptitude, non-
intellective requisites,
environmental influences, and
chance.
○ Colvin (2008)
■ suggested that gifted
individuals are world-class
performers.
■ they may or may not have
innate gifts and talents but
their consistent and
deliberate practice or hard
work leads to outstanding
performance.
ASSESSMENT (DIAGNOSIS)
● According to Hardman et al. (2017) the
assessment for identifying GCT is now more
inclusive and is selected carefully to fit the
child’s needs.
● The focus of the assessment:
○ Talent development
○ Talent identification
ASSESSMENT DOESN’T JUST MEAN TESTING!
● When we hear the word “assessment” in
every major subject, the first thing that comes
to mind is “testing”; however, tests are just
one of the psychological assessments used.
● There are many ways to assess GCT from
various sources of information.
● And because assessments are
comprehensive, it is only right for an
assessment to consist of different
dimensions, and these dimensions are the
basis of what approach can be applied in
assessing giftedness
○ Contextual paradigm/approach
■ A holistic approach
■ Consider the environment of
the child–society, parents, etc.
○ Nontraditional measures of
giftedness - according to the
textbook nontraditional measures
uses the following:
■ multiple criteria
■ broader ranges of scores for
inclusion in special programs
■ peer nomination
■ assessments by people other
than educational personnel
■ information provided by
adaptive behavior
assessments
 THE ASSESSMENT PROCESS ● For example, here in the Philippines,
● Giftedness in students from elementary to students who have low SES go to public
secondary schools are identified in various schools, and more often than not some
ways. These children undergo a screening
requirement involves buying supplies for
process which makes use of the following
techniques for assessment: the teacher such as bond papers, pens, and
○ developmental inventories the famous FLOORWAX.
○ classroom observations *Image by Teacher diaries (2020)
○ parent and peer nominations
○ achievement tests
○ creativity tests
○ Motivation assessment
○ Teacher nominations
○ evaluations of student projects

THE ASSESSMENT TECHNIQUES

TEACHER NOMINATION
● Teachers are basically important in the
identification of giftedness. This is because
teachers have first-hand exposure to the
child’s abilities and performance in That one trending post
school. In line with the previous paragraph, remember the
● However, it is also difficult to say that teacher time when a teacher got called out for failing a
nomination is fully free from errors. student just because the student did not give a
● Teacher nomination can be influenced by gallon of paint for their school project?
their biases.
● For example, a gifted student may not
show interest in the lessons prepared for
them because gifted students more often
than not want challenging lessons and
activities to stimulate their learning. This
disinterest may be construed differently by
the teacher and instead might see the
student as a “bad apple” or “pasaway”

*Image by RPhilippines (2022)

● In order to avoid these errors made from

*Image by Cuizon (2022)
● Teachers may also overlook those gifted
students in the minority and with low
socio-economic backgrounds.
teacher nomination, building competency is
vital to them.
● There are already various scales,
approaches, and guidelines that are made
available to the teachers.
● Example guidebook for teacher
nomination: You can access this through
this link GTTeacherGuidebook.pdf
(finalsite.net)
INTELLIGENCE TEST
● While teacher nomination is one essential
source for identifying giftedness,
standardized tests such as intelligence
tests still remain to be the major source
for screening.
● It was established earlier that assessment
should be carefully selected in order to cater
individual potentials of gifted students. This
applies very well to intelligence tests.
● According to Davidson Institute (n.d.),
intelligence tests provide an “in-depth
learning profile” of the gifted student.
● Advantages of using intelligence test,
according to the textbook from Hardman et
al. (2017), are the following:
○ Intelligent tests often identifies
underachievers
○ often reveal students who have
wonderful intellectual capacity
*Image by Tuxedo Winnie the Pooh (2019)
● However, Intelligence tests also have
disadvantages:
○ Low ceiling tests
○ Administering the test to students who
were not meant to be the target
population for the test (AKA groups in
a norm-referenced test)
○ Intelligence tests is often impeded by
cultural differences
ACHIEVEMENT TESTS
● According to Davidson Institute (n.d.),
achievement tests are administered in order
to measure the knowledge of a student in
a particular academic area, this is to see if
a student excels in one or two academic
subjects. It can also be used to assess
students’ potential to excel in particular
academic areas.
*Image by Imgflip (n.d.)
● Achievement tests have similar
disadvantages with intelligence tests.
According to the textbook, these
disadvantages are the following:
○ These tests is not generally designed
to measure true achievement
○ Ceiling effects
● It is recommended to use off-level
achievement tests which involve using
higher grade-level assessments to gifted
students.
CREATIVE TESTS
● Unlike the two standardized tests, creative
tests measure performances and student
capabilities that are not usually evident in a
normal classroom setting.
● Intelligence is not the only indicator that a
student is under the GCT umbrella, creativity
contributes to the identification of
giftedness as much as intelligence and
achievement does.
● For example, the famous classical musician,
Beethoven, started to exhibit potential in
playing the piano at an early age (British
Library, n.d.).
○ Just in case you want to listen to
Beethoven you may click the link: 10
Beethoven Songs that You've Heard
and Don't Know the Name - YouTube
○ Just in case you wanna have fun
knowing more about beethoven’s
song, you may click the link:
Celebrating Ludwig van Beethoven's
245th Year (google.com)
● However, these tests also have been
questioned due to the different nature of an
individual's creativity and its process of
developing the test. We now face a concern:
how will it be standardized?
● According to the textbook by Hardman et al.
(2017), the typical question on a test of
divergent thinking might read, “What would
happen if your eyes could be adjusted to
see things as small as germs?”
● An example assessment tool for testing
creativity is the Torrence test of Creative
Thinking (TCT). According to Alabbasi et al.
(2022), this test for creativity is widely used in
school setting which serves the following
purpose:
○ Divergent thinking skills
○ Verbal creativity
● A sample from TCT is shown below:
● The student who has been given the creative
test will then be subjected to a series of
screening procedures in order to end up
with a more individualized assessment
focusing on their field of creativity such as
music, art, etc.
● These tests measure creative potential, not
creative achievement. However, potential
can turn into an achievement (Hardman et
al., 2017).
INTERVENTION (THERAPY)
EARLY CHILDHOOD
● Many young children with high cognitive
ability (HCA) can be identified in the middle
of the second year of life
● THE CASE OF LEROI ALBA
○ Leroi Alba is identified as a gifted
student in the Philippines who has
shown HCA at 2 years of age (ABS-
CBN News, 2013).
○ Watch the link to see this amazing kid:
Rated K: 2-year-old can read 'abolish
pork barrel' - YouTube
● PARENT’S CONTRIBUTION
○ First 15 months of life, 90 percent of
all social interactions with children
take place during such activities as
feeding, bathing, etc.
○ Parents use these occasions for
stimulating and talking to their
children–providing varied sensory
experiences and conveying a sense
of trust
 ● LANGUAGE-CENTERED INVOLVEMENT
○ Gives rise to substantial cognitive,
social, and linguistic skills
○ Another vital part of a child's
development is its ability to
communicate verbally. Remember
Jean Piaget's concept of assimilation
and accommodation? Well, children
learn different concepts through this.
○ Language and cognitive development
are encouraged by means of stories
○ Discussions or spontaneous
conversations
○ Many children who are gifted learn to
read before they enter kindergarten or
first grade (recommendation: watch
the case of Leroi)
● PRESCHOOL PROGRAMS
○ Developed for gifted young children
○ Traditional programs–devoted
primarily to the development of
academic skills, as well as affective
and social development
○ Criteria for entry in the program varies
but it usually uses IQ and social
maturity
○ Creativity programs–help children
develop their artistic and creative
domains
○ Purpose–to help children discover
their own areas of promise
ELEMENTARY EDUCATION
● Giftedness in this stage is nurtured in various
of ways
○ Several service delivery systems and
approaches
● Differentiated education
○ Programs include fast-paced delivery
of materials, engaging instructional
activities, more challenging content,
highly specialized content, and
complex subject matter.
APPROACHES/ACTIVITIES UNDER
DIFFERENTIATED EDUCATION
● Instructional Approaches
○ Are selected based on various
factors:
○ 1) school must determine the type of
giftedness
○ 2) school must select the
organizational structures
○ 3) school personnel must select the
instructional approaches to be utilized
○ 4) school personnel must select
continuous evaluation procedures and
techniques that help them assess the
overall effectiveness
○ Data generated from evaluations can
serve as catalysts for making
appropriate and meaningful changes
● Service Delivery Systems
○ Each of the learning environments
in the model has advantages and
disadvantages.
■ For example, pullout activities
(such as competing
internationally) is good for the
student, however, its
disadvantage is making up for
the missed activities of their
class.
○ Implementing service delivery and
designing curricula for gifted students
are significant but challenging.
○ It is challenging due to the following
reasons such as funds, human
resources, program needs to be
flexible, it needs to be of high-
quality, and it needs a climate of
excellence—that is having high
standards.
○ Conditions and strategies associated
with successful classrooms and
programs for gifted students include
teachers’ competence
● Acceleration
○ This program shows how students
move through education program
at faster rates than an average
student. this enables the gifted
students to progress more rapidly and
learn at a rate that is parallel to their
abilities. one example of this is grade
skipping.
○ Example: grade skipping
■ An example of this is the show
young sheldon's first
episode.
■ you can watch it on youtube if
you have time.
Example: grade skipping
○ Telescoped or condensed
schooling
■ Related to grade skipping
■ enables students to progress
through the content of several
grades in a reduced timespan
 ○ Students who experience acceleration
are more likely to pursue advanced
degrees than those who do not
○ Radical Acceleration program–
often produce “extraordinary levels of
academic success”
○ Social-emotional effects of
acceleration are not harmful
● Enrichment
○ This is an approach to develop
students' educational experiences
by enhancing skills and extending
their knowledge in various area.
○ Examples of this are music
appreciation, learning foreign
languages.
○ Other examples:
■ Experiences that develop
gifted students’ sophisticated
thinking skills
■ Experiences has opportunities
to master advanced concepts
in a specific subject
○ Some forms of enrichment are
actually types of acceleration
○ Enrichment is the most common
administrative approach to serving
gifted students.
○ Downside:
■ also the most abused
approach
■ It is often implemented
superficially, as a token
response to the demands of
parents
■ Some of these activities are
meant to overload the
students with more
assignment but it is light in
content. (remember the job
enlargement vs job enrichment
in our i/o psychology? yung
instead na binibigyan mo ng
tasks ang isang individual to
further enrich their skills or
knowledge, you just pile them
up with works that are of the
same level.)
○ It is important to consider quality
enrichment programs that have
carefully selected activities, modules
or units which are CHALLENGING
BUT NOT OVERWHELMING.
○ Current enrichment practices make
full use of the capacities of technology
such as the internet and podcasts
○ Renzulli Learning: Differentiation
Engine
■ An assistive technology
feature that shows how a
specialized database can
provide personalized learning
options for gifted students
○ What is needed to achieve
enrichment are high student interest,
excellent teaching, and superb
mentoring.
○ Enrichment activities do not appear to
detract from the success students
experience on regularly administered
achievement tests.
○ Students who are pulled out of
general education classrooms for
enrichment activities are also positive
○ Do not appear to suffer socially
from involvement in enrichment
programs that take place outside
their general education classrooms
○ Acceleration and enrichment are
complementary
● Special Programs and Schools
○ Programs designed to nurture the
talents of individuals in nonacademic
and academic areas
○ Some students attend half of their
time to work on academics, and the
other for art studies.
○ Also, for this program, it is mostly
provided for students who trains in the
visual or performing arts
○ There are also residential schools
for gifted students who specialize in
developing stellar academic
achievement and growth
○ Governor’s schools, talent
identification programs, and
specialized residential schools or high
schools in various states also provide
valuable opportunities
○ These schools provide unique
opportunities for young people to
develop strong friendships and
support networks
○ Faculties for these schools are
meticulously selected for their
competence
 ○ These schools and special programs
are few and serve only a small
number of the student
○ Here in the Philippines, we also
have a school for gifted students. See
the link attached to watch the video:
Tapatan Ni Tunying: Gifted child -
YouTube
○ Parents can still continue to
encourage their children’s
development through such as:
■ Games
■ Discussion with others
■ asking questions that involve
analysis, synthesis, and
evaluation
ADOLESCENT EDUCATION AND TRANSITION
TO ADULTHOOD
● Programs are same with the previously
mentioned with addition to the following:
○ career education
○ career guidance
○ Counseling
● This career education, activities, and
counseling helps the students in making
decisions for their future.
● Many opportunities are career-related and
designed to help students understand what it
might be like to be a zoologist, neurosurgeon,
or filmmaker
● Given this, they can now become familiar on
what to prepare and what efforts are
necessary to be a neurosurgeon—for
example.
● Due to this very high-standard career and of
course because of the students maturity in
both their cognition, the scope of their
career education activities becomes more
sophisticated and varied.
● Condensed programming–includes earning
credit through examination, enrolling in extra
courses for early graduation, enrolling in
intensive summer programs, and taking
advanced placement courses while
completing high school requirements
○ In short, high school pa lang si
student, they are already taking units
for college program for an early
graduation. That's why some gifted
students are already prepared for
college-level experiences even
before 14 years of age.
● Mentoring
○ Opportunities to work directly with
professionals
○ This program exposes the students
with the specialized careers through
internship for example.
○ It is also through mentoring
experience that affirm potential of
these students.
■ Syempre iba pa rin pag
naranasan na ng student for
example ang hospital setting if
they want to be a
neurosurgeon.
○ Mentoring may also promote the
development of self-reliance,
specific interpersonal skills, and
lifelong, productive friendships.
● Career Choices and Challenges
○ Career interests, values, and
dispositions crystallize early in
gifted students
○ Some gifted students know quite
early what paths they will follow in
postsecondary schooling
○ Often lead to careers in engineering,
health professions, and physical
sciences
○ Counseling programs–helpful to
adolescents who are gifted. As they
understand themselves, their
capacities, and their interests more
fully, they will make better choices
○ Family counseling–helpful to parents
and other family members.
Counselors and therapists may help
parents develop realistic
expectations consistent with their
child’s abilities, aspirations, and true
interests
PROBLEMS AND CHALLENGES OF
GIFTEDNESS
● One of the problems students deal with is
expectation they have of themselves and
from others
● With the gift that these students have they
frequently feel so much pressure to
conform to the idea of others that they are
indeed gifted, so they strive hard to achieve
and set the bar very high
 ● Perfectionism– often feel obligated to
adhere to excellence
○ THE CASE OF SHAIRA LUNA
Growing up as a gifted child, Shaira
always carried the burden of
expectations from others. See how
Shaira talks about the pressure she
felt as a gifted student and how she
was able to cope using the link
attached: Shaira Luna talks about the
pressures and expectations of being a
"gifted child" | Share Ko Lang -
YouTube
Social-emotional needs (Hardman et al., 2017)
● Understanding how they are different from
and how they are similar to their peers
● Appreciating and valuing their own
uniqueness as well as that of others
● Understanding and developing relationship
skills
● Developing and valuing their high-level
sensitivity
● Gaining a realistic understanding of their own
abilities and talents
● Identifying ways of nurturing and developing
their own abilities and talents
● Adequately distinguishing between the
pursuit of excellence and the pursuit of
perfection
● Developing behaviors associated with
negotiation and compromise
(VanTasselBaska, 1989)

Role models
They are particularly important for gifted
students who grow up and receive their schooling in
rural and remote areas.
 REFERENCES
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https://www.youtube.com/watch?v=pkpsTJbG
tEE
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hBqI
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B. (2022). What do educators need to know
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teacher-memes-that-tell-it-like-it-is
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https://www.youtube.com/watch?v=2GKtQ0h
T2F8
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94iE