Chapter Fifteen                          EXCEPTIONAL GIFTS AND TALENTS©2011 Cengage Learning.All Rights Reserved.
CHAPTER FOCUS POINTSFOCUS 1Briefly describe several historical developments directlyrelated to the measurement of various ...
CHAPTER FOCUS POINTSFOCUS 4Identify three factors that appear to contribute significantly  to the emergence of various for...
CHAPTER FOCUS POINTSFOCUS 7What are some of the social-emotional needs of students who are gifted?FOCUS 8Identify four cha...
CASE STUDY: TALMAGE Early proclivity toward academic pursuits Early use of advanced vocabulary Academic achievement rel...
CASE STUDY: EVAN 2000 Winner of the National Association for Gifted  Children when 9 years old Academic achievement in s...
INTRODUCTION Gifted, creative, and talented describe individuals   who have extraordinary abilities in one or more areas ...
HISTORICAL BACKGROUND Several historical developments are related to   giftedness:      Binet and Simon      Terman    ...
HISTORICAL BACKGROUND The term talented has been added to the descriptors   associated with giftedness.      Talent deve...
DEFINITIONS & CONCEPTS Definitions of giftedness influence the following:    number of students selected    types of in...
DEFINITIONS & CONCEPTS There is still no universally accepted definition of   giftedness.    Ross (1993)    The Element...
DEFINITIONS & CONCEPTS All the definitions have moved away from the   unitary measures of IQ to multiple measures of   cr...
PREVALENCE Estimates of giftedness vary tremendously. 3 percent to 25 percent of students in the school   population may...
CHARACTERISTICS Gifted students are developmentally advanced in  language and thought. Generally, gifted students are we...
ORIGINS OF GIFTEDNESS Heredity or genetic endowment or environmental   stimulation (Nature v Nurture) Tannenbaum’s (2003...
ASSESSMENTCurrent recommendations include: adopt clear and broad conception of giftedness avoid using a single cut-off s...
ASSESSMENT Use authentic assessment. Be aware that giftedness may appear differently in  cultural or socioeconomic group...
SERVICES AND SUPPORTS Acceleration   Acceleration allows students to achieve at rates commensurate    with their capacit...
SERVICES & SUPPORTS Special programs and schools      Special programs and schools have been designed to       advance t...
SERVICES & SUPPORTS Mentoring    Mentor programs allow students the opportunity to work     directly with professionals ...
NEGLECTED GROUPS Females Persons with disabilities: twice-exceptional Children and youth from diverse cultural, linguis...
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Human Exceptionality Chapter 15

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Human Exceptionality Chapter 15

  1. 1. Chapter Fifteen EXCEPTIONAL GIFTS AND TALENTS©2011 Cengage Learning.All Rights Reserved.
  2. 2. CHAPTER FOCUS POINTSFOCUS 1Briefly describe several historical developments directlyrelated to the measurement of various types of giftedness.FOCUS 2Identify four major components of definitions that have beendeveloped to describe giftedness.FOCUS 3Identify four problems inherent in accurately describing thecharacteristics of individuals who are gifted.©2011 Cengage Learning.All Rights Reserved.
  3. 3. CHAPTER FOCUS POINTSFOCUS 4Identify three factors that appear to contribute significantly to the emergence of various forms of giftedness.FOCUS 5Indicate the range of assessment devices used to identify the various types of giftedness.FOCUS 6Identify seven strategies that are utilized to foster the development of children and adolescents who are gifted. ©2011 Cengage Learning. All Rights Reserved.
  4. 4. CHAPTER FOCUS POINTSFOCUS 7What are some of the social-emotional needs of students who are gifted?FOCUS 8Identify four challenges that females face in dealing with their giftedness.FOCUS 9Identify eight important elements of programs for gifted children who come from diverse backgrounds and who may live in poverty. ©2011 Cengage Learning. All Rights Reserved.
  5. 5. CASE STUDY: TALMAGE Early proclivity toward academic pursuits Early use of advanced vocabulary Academic achievement related to identity Excelled in volleyball and basketball Medical School Tenured professor of medicine Civically engaged in local, national and international community©2011 Cengage Learning.All Rights Reserved.
  6. 6. CASE STUDY: EVAN 2000 Winner of the National Association for Gifted Children when 9 years old Academic achievement in science, astronomy, and mathematics Fascination with fields of cosmology, physics, and particle physics Life goals include becoming a physicist or a cosmologist Life dream to unlock the theory of the universe©2011 Cengage Learning.All Rights Reserved.
  7. 7. INTRODUCTION Gifted, creative, and talented describe individuals who have extraordinary abilities in one or more areas of performance  Elaboration  Transformation  Visualization©2011 Cengage Learning.All Rights Reserved.
  8. 8. HISTORICAL BACKGROUND Several historical developments are related to giftedness:  Binet and Simon  Terman  Stanford-Binet Intelligence Scale  Guilford  Multidimensional theory of intelligence©2011 Cengage Learning.All Rights Reserved.
  9. 9. HISTORICAL BACKGROUND The term talented has been added to the descriptors associated with giftedness.  Talent development versus gifted education There is no federal mandate in the United States requiring educational services for students identified as gifted.©2011 Cengage Learning.All Rights Reserved.
  10. 10. DEFINITIONS & CONCEPTS Definitions of giftedness influence the following:  number of students selected  types of instruments and selection procedures used  scores an individual must obtain to qualify for specialized instruction  types of education provided  amount of funding to provide services  types of training required to teach students who are gifted and talented©2011 Cengage Learning.All Rights Reserved.
  11. 11. DEFINITIONS & CONCEPTS There is still no universally accepted definition of giftedness.  Ross (1993)  The Elementary and Secondary Education Act (PL 107-110)  Sternberg (1997)  Gagne (1999)  Ramos-Ford & Gardner (1991)  Piirto (1999)©2011 Cengage Learning.All Rights Reserved.
  12. 12. DEFINITIONS & CONCEPTS All the definitions have moved away from the unitary measures of IQ to multiple measures of creativity, problem solving, talent and intelligence.  Critics argue definitions are elitist. Definitions of giftedness are often a function of educational, societal, and political priorities at a particular place and time.©2011 Cengage Learning.All Rights Reserved.
  13. 13. PREVALENCE Estimates of giftedness vary tremendously. 3 percent to 25 percent of students in the school population may be identified. Estimates of giftedness are influenced by regulations governing the types of programs.©2011 Cengage Learning.All Rights Reserved.
  14. 14. CHARACTERISTICS Gifted students are developmentally advanced in language and thought. Generally, gifted students are well adjusted and socially adept. Students share a number of personality attributes:  High energy and motivation to succeed  Zest for problem solving  Proclivity for risk taking©2011 Cengage Learning.All Rights Reserved.
  15. 15. ORIGINS OF GIFTEDNESS Heredity or genetic endowment or environmental stimulation (Nature v Nurture) Tannenbaum’s (2003) Star Model - The dynamic and static interaction of:  Non-intellective requisites  Innate abilities  Chance  Special aptitude  Environmental influences©2011 Cengage Learning.All Rights Reserved.
  16. 16. ASSESSMENTCurrent recommendations include: adopt clear and broad conception of giftedness avoid using a single cut-off score use multiple alternative criteria use sequence instruments and reliable and valid testsSOURCE: Adapted from “Identifying Gifted and Talented Students” in Davis & Rimm, 2004, p. 81.©2011 Cengage Learning.All Rights Reserved.
  17. 17. ASSESSMENT Use authentic assessment. Be aware that giftedness may appear differently in cultural or socioeconomic groups. Repeat assessments over time. Use identification data to enhance understanding of students.SOURCE: Adapted from “Identifying Gifted and Talented Students” in Davis & Rimm, 2004, p. 81.©2011 Cengage Learning.All Rights Reserved.
  18. 18. SERVICES AND SUPPORTS Acceleration  Acceleration allows students to achieve at rates commensurate with their capacities. Enrichment  Enrichment refers to experiences that extend or broaden a person’s knowledge.©2011 Cengage Learning.All Rights Reserved.
  19. 19. SERVICES & SUPPORTS Special programs and schools  Special programs and schools have been designed to advance the talents of individuals in nonacademic areas. Career education  Career education activities and experiences assist students in making educational and occupational decisions by providing opportunities to investigate and explore various fields.©2011 Cengage Learning.All Rights Reserved.
  20. 20. SERVICES & SUPPORTS Mentoring  Mentor programs allow students the opportunity to work directly with professionals who are contributors in their fields. ©2011 Cengage Learning. All Rights Reserved.
  21. 21. NEGLECTED GROUPS Females Persons with disabilities: twice-exceptional Children and youth from diverse cultural, linguistic, ethnic, and economic backgrounds©2011 Cengage Learning.All Rights Reserved.

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