Author: Moses

Gifted and Talented Students
 Federal definition stated in 1988 Jacob Javits

Gifted and Talented Students Educational Act.
 Federal legislation does not require specific

services for gifted and talented students.

 Gifted and talented students are determined

by two factors:
 Gardner’s Multiple Intelligences.
 The notion of potential

Characteristics of Gifted and Talented Students  Curious  Keen memory  Unusual ability to concentrate  Wide variety of interests  High levels of verbal/language development  Ability to generate original ideas .

Intellectual and Academic Skills  Advanced comprehension  Skilled problem solvers  Capable of connecting complex ideas together .

Social and Emotional Needs  Can be just like anyone else  Popular and emotionally healthy  Unpopular and frequently depressed  Mixture  Likely to be highly sensitive to others’ feelings  Understanding/supportive to others .

Social and Emotional Needs Cont’d  Often feel obligated to help others  Possible involvement in community service activities  Teachers offer them to aid other students  Frequently set high standards for themselves and others  Possibly leads to alienation. . isolation and frustration.

 Can be very outspoken. or be very  Possible magnification of behaviors  Can be very nice or very rude .Behavioral Patterns  Display behaviors similar to other students.

Interventions for Students who are Gifted and Talented  Curriculum compacting  Acceleration and enrichment  Differentiation strategies  Individualized interventions .

Curriculum Compacting  Assess students’ achievements  Eliminate instruction on goals already met  Use of extra time  Pursue special interests  Work with a mentor  Study topic on an advanced level .

Acceleration and Enrichment  Students may skip a grade  Or complete the standards for two grades in the same year  Provide complex instruction to engage student in higher levels of thinking  Information  Materials  Assignments .

Differentiation Strategies  Most practical approach for assisting gifted and talented students  Similar approach to how students with disabilities are aided  Provide multiple ways for student to reach their potential .

Gifted Underachievers Cont’d  Provide more flexibility  Assist with successful transitions  Promote empowerment and autonomy  Improve learning environment .

Gifted Underachievers  Tend to do poorly on tests and daily work  Unmotivated  Uninterested  Excel in activities that they enjoy doing  Highly creative  Learn quickly  Value projects they choose themselves .

Resources .


Author: Cheyenne .

superior memory.Twice Gifted Characteristics “There is no accurate statistic that reflects how many gifted individuals there are with specific disabilities. they are also skilled in finding alternative ways to communicate and accomplish tasks. However. “ Some of the characteristics that can be found twice exceptional populations include a faster rate of learning. advanced problem solving. a rapid grasp of ideas and advanced reasoning abilities. . Twice gifted students with physical disabilities may develop compensatory skills. Twice gifted students display great persistence. a conservative estimate is that 2 percent of identified disabled children could be classified as gifted. ingenuity in solving problems and have the motivation to succeed.

Learning Disabled/Gifted  “Gifted children with learning disabilities are known as "twice exceptional.” . Thomas Edison was told by his teachers that he was stupid and Winston Churchill failed the sixth grade.”  “ Albert Einstein was four years old before he was able to talk and seven before he could read.

 They may show low self esteem. .Who Are They and What Characterizes Them?  These children show evidence of an outstanding talent or ability. for example unable to get along with peers.  There is often a discrepancy between expected and actual achievement along with evidence of a processing deficit.  They may have problems with social areas.

While attempting to “cure” the disability strengths and talents of students are often ignored. Non-gifted students gain a sense of self efficacy from remedial structured learning.Coping: Strategies  These children often suffer from a lack self-efficacy. There are strategies that can help build self esteem for these students. . However gifted students and not perceive this as enough of a challenge.

are what make skills effective) .What strategies can help?  Intensive use of appropriate technologies.  A mentor. such as critical thinking.  Use flexible groupings. their disabilities often receive most of the attention."  ( Meta-skills.  Counseling support. that way gifted children with disabilities can be in an advanced science group and remedial reading group at the same time.  Teach self-management and meta-skills (abstract skills) .  Tutorial support. "help gifted children help themselves. particularly one with an area of expertise that matches your students interests.  Honor their strengths.

Savants – Remarkable Individuals  A Beautiful Mind .

Their mental inability. which is usually mental retardation or autism. “usually in one of the following six areas: calendar calculating.Facts Historically labeled "idiot savant. Some of the behaviors you may see are delayed speech development. mechanical abilities and spatial skills” . lightening calculating. an inability to maintain eye contact. hypersensitivity to sound and some obsessive behaviors like spinning and rocking. is coupled with an exceptional ability in some domains. visual art (drawing or sculpting). music (usually perfect pitch).” these remarkable individuals usually have an IQ within average to be above average range.

individual . small-group social skills training and the opportunity for interaction have had the best results in strengthening these abilities. Find more here www. but they need programs that will nurture their gifts also.  Note that even though the gifted student with autism often displays inappropriate or withdrawn behavior that does not necessarily indicate a lack of feeling or the desire for friendship.wawro.  In addition to focusing on academic needs social skills must be emphasized.Coping  Savants need help in coping with their autism or mental deficiencies. An adult mentor within an autistic students area of talent can be helpful.

They also experience social isolation. they have exceptional memories. Although similar to gifted children "the motivation for their behaviors is quite different. "Children with this disability are sometimes described as "little professors who can't understand social cues." While both groups are highly verbal and have extremely advanced vocabularies the main difference is that "children with Asperger's are very literal and have a difficult time with abstract thought." While a child with Asperger's may memorize a vast amount of data the gifted child also "understands the concepts behind the words.Asperger's Syndrome  Asperger's syndrome describes one of the categories on the autism spectrum." .""  Students with Asperger's syndrome are highly verbal and usually have obsessive interest in certain subjects. usually have above average IQs and they are hypersensitive to sensory stimuli.

They also are highly sensitive to sensory stimuli.  Social stories can address difficulties with social interactions. . have severe social deficits and tend to obsess on certain subjects.  Sensory issues are common. extreme sensitivity to certain stimuli can be an issue allowing earplugs for example can block out some of the excessive noise that an Asperger's child perceives. Note that these children are literal.  Helping the child with Asperger's expand his or her personal interests can be helpful.Coping: Children with Asperger's  Children with Asperger’s can benefit from various compensation strategies. enjoy memorization. it can be helpful to provide rote assignments that capitalize on using their exceptional memory.  Poor comprehension skills are common.

Many of these children have disabilities that may not allow them to manifest their gifted behaviors in typical ways so it is difficult to identify them. . This may cause a discrepancy between their academic potential and their actual performance. While a major portion of their school day is spent learning how to develop life skills the recognition and development of the cognitive abilities may be ignored.  Examples:  Hearing-impaired children may have difficulty following oral directions.  Visually impaired students may not understand the full meaning of the words they use (for example color words).Physically Disabled/Gifted  This category of gifted children. is often one of the most overlooked special populations. with physically disabling conditions.

.Obstacles to identification  These are the four major obstacles that keep this group of gifted individuals from being recognized.  incomplete information about the child  no opportunity to evidence superior mental abilities.  stereotypic expectations (e.g. inability to actively investigate their environment. impaired communication. gifted children are supposed to "look bright"). .

Depression and Giftedness  Gifted children often suffer from serious depression. or taking pleasure in anything. . loneliness and feel inferior or inadequate. remembering things. have anxieties and fears. guilt. suicidal moods. depression.  These extremely sensitive children may show concerns over death and dying. gifted children may suffer from an intense need to avoid failure where other children achieve a sense of pleasure from their efforts.  Perfectionism and emotional sensitivity are two possible contributing factors to the depression gifted children suffer." they may also suffer from feelings of guilt and worthlessness or they have a preoccupation with suicide. this could include "difficulty concentrating.

 Remember that stress increases and aggravates these tendencies.Coping: How to Help  The most important strategy! Accept the child as is.  For Safety.  Accept the child's feelings and their intensity. . ensure that the parents and school counselor are aware if you suspect depression is a factor.

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