In today’s class

Guidance Of Gifted, Creative,

Underachiever And First Generation
Lerners
 Children with exceptionalities
• Gifted
• Creative
• Talented
• Giftedness
Giftedness is the possession of special abilities. In the classroom, this is
often seen as academic ability, which refers to intellectual ability
measured by performance on IQ and standardized tests of academic
achievement. Generally IQ – 130n or more
• Creativity
Creativity is the process of bringing new ideas to different problems.
Researchers have identified four components:
• fluency of ideas, or producing a number of responses to a given
stimulus;
• flexibility, or shifts in thinking from one category to another;
• originality, or unusual and clever responses; and
• elaboration, or the addition of details to basic ideas or thoughts.
• Talents
Some children who are gifted may have
special talents that they begin to nurture
early. Talent is above-average performance. It
refers to a specific dimension of a skill in areas
such as music, visual arts, drama, athletics,
and particular academic domains.
 Assessment of Giftedness, Creativity, and Talent

• The issue of identification is highly problematic among the

gifted and talented school-age population and contentious
among their educators. There are so many areas of
functioning to be assessed, and, at the moment, there is
no adequate single identification procedure, or
combination of procedures, that will effectively identify all
gifted and talented children.
• Assessment Measures
No single measure, or group of measures, has proven
infallible in the identification of children who are gifted. A
variety of measures is used
 Assessment
• combination of standardized tests of mental ability and
achievement, assessments of performance, and rating
scales.
• nominations by teachers, parents, and peers; previous
school history; family history; interviews; case studies; and
observations
• individual intelligence tests. The Stanford-Binet Individual
Intelligence Test and the Wechsler Intelligence Scale
• Achievement tests 
• Observation
 Issues
• Disabled gifted students
• Economically backward gifted
• Gender / racial biased
• Underachiever gifted
 Intervention with Students who are Gifted, Creative, and
Talented

• Children who are gifted and talented require

special provisions if they are to realize their
full human potential. Without educational
opportunity and challenge, children who are
gifted may hide their abilities, bury them in
underachievement, or become school
dropouts.
• Educational Approaches
The difference between the education of students who are gifted and other learners is a matter of
degree. Students who are gifted need many opportunities for self-directed learning.
• Acceleration
Acceleration allows students who are gifted to progress through the educational system at their own
rates. Several variations are possible: early admission to kindergarten, grade skipping, and rapid
progress through a non-graded school system.
• Ability Grouping
Ability grouping refers to removing children from heterogeneous settings and placing them in special
groups according to their ability. This may be on a full or part-time basis and may mean travelling to a
single school within a district.
• Mentor Programs
Mentor programs join the community to the school by providing an additional learning experience for
gifted students.
• Enrichment
Enrichment means providing special activities in an otherwise regular classroom. The activities are
broader and deeper than the regular curriculum, and designed to challenge and interest gifted children
while focusing on each child's unique pattern of strengths and weaknesses.
• adapt instructional and evaluation procedure
 Guidance of gifted, creative and talented

• : i) Patiently listen to their questions and ideas

• ii) Do not evaluate their questions immediately
• iii) You can give them suggestions and show them different
ways of work, help them by asking them to suggest
alternatives.
• iv) Maintain free and non-threatening atmosphere in the
class.
 Guidance
• v) Suggest special programmes i. that are available to them, i.e., collect informations
regarding special programmes and facilities and keep them handy to give it to students.
• i) provision of special schools like Sarvodaya Vidyalayas, Navdaya Schools, Jnana
Prabdhini of Pune, etc.
• ii) Enrichment lessonstreference books and where they are available? (Ex.:
DSERTISCFRT, NCERT publications, etc.)
• iii) Books related to creativity'development, like puzzle books, cross word puzzles,
UNICEF project-I1 books of DSERTtSCERT.
• iv) Standard creativity development programmes and where they are available.
• V) National talent search examinations- its subtests, how to apply, etc. vi) Science fiction
books.
• vii) Bal Bhawan activities.
• ix) If acceleration programmes are available, in which institutions they are available?,
• Once you give the students, these suggestions, follow them up as to how they are doing
afterwards.
 Nurturing children with special ability
(role of teacher)
• Gifted students and talented students:
• i) Giving them reference books and asking them to read the same and make notes. ' ii) Asking
students to answer the examination papers of next year or next class. i I iii) Eilrichment
materids can be given to them. C I iv) Acceleration programmes, whore student can progress
academically faster than other students, v) Early admission to the schwll can be tried, if hdshe
is found to be gifted. vi) NCERT textbooks could bc giveqto students who follow state syllabus.
• Creative students:Creativity of children could be fostered by asking questions which are
divergent in nature and hypothetical type. Ex.: i) In how many ways can you open the lid of a
tin, without using a can-opener? ii) Suppose all the petrol on the earth gets evaporated
suddenly?
• Puzzles: Solving puzzles help in developing creativity
• Riddles: Solving the riddles and constructions of riddles have been found to enhance creative
thinking.
• Mystery Plots: The mysterious situations, when posed, make children think like detective and
solve the same. These develop flexibility and sensitivity to problems.
• Chlildren can be given opportunities to write stories and poems
 Underachiever students

• Based on the definition of giftedness by the 

National Association for Gifted Children, gifted and talented
students often refer to those whose general cognitive
aptitudes or academic abilities in specific subjects, such as
math, reading, or science, is significantly above their same-
age peers. In a school context, underachievement occurs
when there is a discrepancy between expected achievement
given one’s academic potential and actual performance that
one demonstrates.
 First generation learners
• First generation learners are ‘disadvantaged learners’ who are
disadvantaged from an educational and economic point of view.
• They are considered to be linguistically deficient, academically
unsuccessful and socially and economically backward.
• Most of these learners are children of agricultural laborers, bonded
laborers, and civic-sanitation workers with no educational background.
• These learners do not have any parental support as their parents are
illiterate or have received basic education only up till 8th standard.
Very often parents take their children to work in agricultural field so
that they can contribute towards the family’s income. As a result,
many of these learners remain under-achievers, school dropouts and
failures in academics which is directly related to the opportunities
they get later in their lives
 Causes of underachievment
• Low expectations from gifted
• Unchallenging or unmotivating curriculum
• Anxiety,fear
• peer group pressure
• accepted by their social group
• Physical deformity
• Low self confidance
• Inattentiveness
• Rebellious attitude
• Less Parental support etc
• First generation learners
 Guidance of underachiever and first
generation learner
• As Davis and Rimm (1994) point out, "Children are not born underachievers. Underachievement is
learned behavior, and therefore it can be unlearned“ . Following ways canhelp

• Counseling of parents.
• Counseling of child- so that he can understand his talent, problems.
• Communicating about what he is experiencing
• Sharing stories.
• Remedial strategies.
• Encourage children.
• Supportive strategies.
• Intrinsic strategies.
• Teach stress management.
• Classroom exposure
• Reinforcement .
• Providing knowledge of Learning styles.
• Time management.
• Providing free enviornment.
• Utilization of resources.
• Thank you