Chapter FourteenChapter Fourteen

Individuals Who are Individuals Who are

Gifted and TalentedGifted and Talented

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Defining GiftednessDefining Giftedness

33

Defining Defining GiftedneGiftedne

ssss

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Assessing Giftedness and TalentAssessing Giftedness and Talent

Multiple areas of assessment:Multiple areas of assessment: StrengthsStrengths InterestsInterests LeadershipLeadership Intellectual abilityIntellectual ability Academic achievementAcademic achievement Creativity Creativity

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Differences Among Children Differences Among Children Who are Gifted and TalentedWho are Gifted and Talented

Intellectual abilityIntellectual ability Talent categoryTalent category Learning opportunitiesLearning opportunities

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Theoretical Distribution of Theoretical Distribution of IntelligenceIntelligence

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Brief History of the FieldBrief History of the Field

First Half of the Twentieth-CenturyFirst Half of the Twentieth-Century– PioneeringPioneering

The 1950s - 1970sThe 1950s - 1970s– Establishing foundationsEstablishing foundations

The 1980s - 1990sThe 1980s - 1990s– The field matures and provides focus for The field matures and provides focus for

school reformschool reform The Twenty-First CenturyThe Twenty-First Century

– ChallengesChallenges

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Gardener’s Theory of Gardener’s Theory of Multiple IntelligencesMultiple Intelligences

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Gardener’s Theory of Gardener’s Theory of Multiple Intelligences (continued)Multiple Intelligences (continued)

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Prevalence of Giftedness and Prevalence of Giftedness and TalentTalent

Prevalence varies across states due to Prevalence varies across states due to variations in state definitionsvariations in state definitions

Approximately 3 to 5 percent of Approximately 3 to 5 percent of school-aged children; some school-aged children; some professionals believe that 10 to 15 professionals believe that 10 to 15 percent is more accuratepercent is more accurate

3 million American children are gifted 3 million American children are gifted and talented (National Association for and talented (National Association for Gifted Children, 2007)Gifted Children, 2007)

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Etiology of Giftedness and TalentEtiology of Giftedness and Talent

Nature vs. nurture argument Nature vs. nurture argument (environment vs. heredity)(environment vs. heredity)

Intelligence is no longer believed to Intelligence is no longer believed to be fixed at birthbe fixed at birth

Physical and chemical changes when Physical and chemical changes when the brain is stimulated or challengedthe brain is stimulated or challenged

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Characteristics of Individuals Characteristics of Individuals Who are Gifted and TalentedWho are Gifted and Talented

1313

Characteristics of Individuals Characteristics of Individuals Who are Gifted and Talented Who are Gifted and Talented

(continued)(continued)

1414

Characteristics of Individuals Characteristics of Individuals Who are Gifted and Talented Who are Gifted and Talented

(continued)(continued)

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Suggestions for the ClassroomSuggestions for the Classroom

DifferentiationDifferentiation Curriculum compactingCurriculum compacting Higher-level thinking and problem Higher-level thinking and problem

solvingsolving Flexible groupingFlexible grouping Cluster groupingCluster grouping Tiered assignmentsTiered assignments Problem-based learningProblem-based learning Accelerated pacing of instructionAccelerated pacing of instruction

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Service Delivery Options for Students Service Delivery Options for Students Who are Gifted or TalentedWho are Gifted or Talented

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Services for Young Children Services for Young Children Who are Gifted and TalentedWho are Gifted and Talented

Early experiencesEarly experiences Identification difficultiesIdentification difficulties Lack of federal legislationLack of federal legislation

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Characteristics of Characteristics of Young Talented ChildrenYoung Talented Children

1919

Adolescents and Adults Adolescents and Adults Who are Gifted and TalentedWho are Gifted and Talented

Adolescent need to “fit in”Adolescent need to “fit in” Personality attributes: desire to Personality attributes: desire to

achieve, persistence, curiosity and achieve, persistence, curiosity and openness to new experiencesopenness to new experiences

Educational considerationsEducational considerations MENSAMENSA

2020

Characteristics of Families Characteristics of Families of Children Who are Giftedof Children Who are Gifted

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Issues of DiversityIssues of Diversity

Twice exceptional learnersTwice exceptional learners Girls who are gifted learnersGirls who are gifted learners Identifying and serving children from Identifying and serving children from

diverse backgroundsdiverse backgrounds Cultural characteristics associated Cultural characteristics associated

with giftednesswith giftedness

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A Profile of Gifted FemalesA Profile of Gifted Females

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Suggestions for Teaching Suggestions for Teaching Culturally Diverse Students Who Culturally Diverse Students Who

are Giftedare Gifted

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Technology and IndividualsTechnology and Individuals Who are Gifted and Talented Who are Gifted and Talented

Access to the internet provides:Access to the internet provides:– KnowledgeKnowledge– ResourcesResources– Access to mentorsAccess to mentors– Distance learningDistance learning– Social interaction with other gifted Social interaction with other gifted

individualsindividuals– Learning experiencesLearning experiences

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Trends, Issues, and ControversiesTrends, Issues, and Controversies

Striving for world-class standardsStriving for world-class standards Equity and excellenceEquity and excellence Full inclusionFull inclusion Services focus on the gifted students Services focus on the gifted students

instead of the gifted programinstead of the gifted program Talent developmentTalent development