Characteristics and Needs of Gifted Students

Characteristics Of Gifted And Gifted
Gifted and Talented: A Gift and a Curse
Although being gifted and talented (GT) is not thought of as a disability, it presents its own set of
difficulties. It is difficult to estimate the absolute number of gifted children because the calculation
depends on the various criteria and methods used to identify gifted children. Also, due to the nature
of begin gifted and talented, common characteristics can be misleading.
The Gifted and Talented Student
A student who gets good grades, behaves well, and excels above the academic average has in the
past been considered gifted. The student who does not perform at this level is less likely to be
identified and less likely to receive assistance. The term gifted was limited to academic
achievement. In today's society this definition has changed because giftedness spans to more than
one area of development and achievement (Turnbull, Turnbull, Wehmeyer, & Shogren, 2013).
Developmental Profile
There is no single indicator of giftedness. GT students are generally considered to have an IQ
greater than 125 and/or show evidence of a high–performance capability in areas such as
intellectual, creative, specific academic, or leadership ability, or in the performing and visual arts
(Turnbull et al., 2013).
Characteristics/Classification
The classification of gifted and talented students is easier to define than their characteristics. The
intellectual classification of GT students is; baseline GT IQ between 125–130, moderately GT IQ
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Task Force For Gifted And Talented Education
Today's society is governed by one simple mantra: we all have our gifts. While this is a relatively
vague saying, there is one concrete definition of giftedness that is seemingly undeniable, and that is
the intellectual giftedness of young children. As elucidated by the Federal Government, "the term
'gifted and talented," when used with respect to students, children, or youth, means students,
children, or youth who give evidence of high achievement capability in such areas as intellectual,
creative, artistic, or leadership capacity, or in specific academic fields, and who need services or
activities not ordinarily provided by the school in order to fully develop those capabilities" (Title IX,
Part A, Definition 22). At first glance, this definition ... Show more content on Helpwriting.net ...
A paper presented in 2005 at the Australian Association for Research in Education reports that
"...gifted students and high achievers will experience an enhanced school self–concept due to the
BFLP (big fish, little pond) effect through a comparison with their average–ability peers, their
school self–concept will be lowered due to an assimilation effect when they affiliate themselves
with their less able peers" (Yeung 4). This finding is particularly interesting because it calls the
efficacy of pulling gifted children out of regular classes and grouping them together. In regular
classes, the gifted student has an inflated sense of self worth, and yet as soon as he is put into a room
with like–minded people, he begins to feel less adequate and may fall back to an "ordinary" learning
ability. This then results in the student's frustration with his inability to grasp new material, and with
the routine, repetitive nature of daily life (Farmer). These feelings can persist throughout a lifetime,
even as gifted ability fades, resulting in feelings of depression, displacement, and the dreaded
phenomenon of "burnout" (Kesner

Myths Surrounding The Education Of Gifted Students
There are many myths surrounding the education of gifted students. According to Cross (2002),
some of these myths include: gifted students should spend time with their age peers, gifted students
should be well rounded, giftedness is a natural occurrence, professionals who work with gifted
students understand the their social and emotional needs, adults truly understand what it is like to be
gifted in today's society, messages about being too smart, and the age old statement that all students
are gifted. While these myths are prevalent in education, they are myths and we need to be
enlightened and dispel these myths.
Myths one and two are connected and both embody the ideas surround gifted students and working
with peers (Cross, 2002). I have

Cognitive and Affective Characteristics of Gifted Children...
There are many cognitive and affective characteristics of intellectually gifted adolescents which
differ from those of their non–gifted peers. These characteristics have the potential to assist
academic and social development, or conversely may present social and academic difficulties for the
adolescents. Two cognitive characteristics and two affective characteristics typically associated with
gifted adolescents will be examined to explore the relationship between these characteristics and
their effect on social and academic development. The two cognitive characteristics that will be
examined is self–regulation, and their dislike of slow paced work. And the two affective
characteristics is the possible exhibition of perfectionist ... Show more content on Helpwriting.net ...
(Robinson & Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted
and talented students, the progress of the class will be perceived as being slow paced. The gifted
students will have already mastered the current material, and in all likelihood, have already
predicted correctly the next process, and may be planning on studying by themselves to escape the
slow pace. There are various positive and negative aspects of this characteristic towards academic
development. The major disadvantage of a slow paced classroom is that the gifted students may feel
excessive levels of frustration at constantly being held back by the class. Unless this frustration is
addressed, this can lead to underachievement, or constant disruption of the classroom environment.
Teachers can address this frustration by providing more challenging work for the gifted students
once they finished their assigned work, or possibly include challenging material for the whole class
to complete, as research has indicated that even non–gifted students may find some aspects of the
current curriculum to be mere revision. (Robinson & Clinkenbeard, 1998) Another consequence of
gifted students' dislike of slow paced work is boredom. In a classroom where the students are not
provided with challenging and engaging work, the gifted students may slowly develop
underachievement tendencies, such as disengagement from the curriculum,

REVIEW OF THE PROFILE OF CREATIVE ABILITIES Essay
example
REVIEW OF THE PROFILE OF CREATIVE ABILITIES
There are differences between Licensed Professional Counselor and Licensed Marriage and Family
Therapist. Testing is a large factor in accurately assessing the full scope of the assistance a client
may new. Depending on the needs of the client the Licensed Marriage and Family Therapist
(LMFT) could be a better fit. In considering the tests that exist, one sample population LMFT's are
likely to work with are children. Development is always a major factor in children with intellectual
or behavior issues. One test that is dynamic to this factor is the Profile of Creative Capabilities
(PCA).
The Profile of Creative Capabilities (PCA) includes two subtests (Drawing and Groups) and 2 ...
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DEVELOPMENT. Growth and development of the PCA was led by Guilford's (1959) structure of
intellect model and Amabile's (1996) theorizing on creativeness. The rating scale also rates intrinsic
motivation.
TECHNICAL. The PCA was normed on the sample of 640 children across 11 states. The sample
was stratified by three age times (5– to eight–11 9– to 11–11 12– to 14–11).
The exam manual states the standardization sample carefully approximates the U.S. population. The
sample does seem to carefully match the U.S. Census when it comes to geographic region, race and
Hispanic ethnicity, and parent education level. However, the standardization sample doesn't
carefully match the U.S. Census when it comes to gender (e.g., 46% from the standardization
sample are male whereas 51% from the U.S. school–age human population are male), and family
earnings (30% from the sample possess a family earnings of $75,000 and also over whereas 19% of
U.S. families come with an earnings within this upper range).
Evidence meant for construct validity was supplied by study of group differentiation across different
cohorts. The creativity class weren't given the PCA pre–intervention, so it's impossible to understand
if the test was calculating alterations in creative abilities or reflecting latent group variations in
addition to the intervention. Further, it's unclear from the theoretical perspective, and never

Special Needs Involved With Teaching Gifted
Running head: TEACHING THE GIFTED 1 Teaching the Gifted Terri L. Bischke Florida Gateway
College Professor Angela Jones 201530 Intro to Exceptional Child Ed. SEC.0I1 Summer A 2015
June 17, 2015 TEACHING THE GIFTED 2 Abstract This paper will address the special needs
involved with teaching the gifted. First it will identify exactly who is considered gifted and the
process of evaluating and creating a plan to meet these children's educational needs. Then it will
address the methods that need to be put in place to teach gifted children in the classroom. Some of
these things include dealing with underachieving gifted students and the area of twice exceptional
students. It will cover the problem with properly accessing children of all ethnic backgrounds and
how alternate methods of testing should be employed. It will deal with cultural acceptance of girls in
gifted programs. It will also consider developing stem programs and enlisting corporate support for
such programs to support the gifted child. Running head: TEACHING THE GIFTED

Changed And Approach To Serving The Gifted
How the definition and approach to serving the gifted has changed? Over the years South Carolina
has gone through many changes as they grappled with defining students who are deemed or
categorized as being gifted. South Carolina is not alone, as most states within the United States have
had to adjust to changing demographics, social, economic, and political issues as they too try to
define the gifted student.
At the local school level determinants for identifying gifted students have existed for fifty years or
more (Renzulli & Purcell, 1995). During the 1970s local school boards and districts have
traditionally attempted to establish their own definitions for gifted students. They elected not include
the state in their decision making process ... Show more content on Helpwriting.net ...
In South Carolina, as with most states, educational funding has decreased. Yet, between 2002 and
2004 there continued to be an upsurge of students who had been labeled as gifted (Fall Learning.
2005). Efforts continue in South Carolina and elsewhere to improve upon the training of educators
who work with gifted students. School districts have instituted professional development training
programs and the state of South Carolina has mandated that additional endorsements must be earned
by educators who wish to continue working with the gifted student(s).
What are some of the barriers to the development of gifted education? Change is difficult for most
people to accept, that is true in all aspects of life, however, the biggest barrier to increasing the
educational opportunities of gifted individuals was/is the reluctance and an unwillingness to change.
Furthermore, change was not the only obstacle. As noted by Lord (2010) resistance to performance
based assessments in order to identify a student as being gifted met with much opposition at the time
that the idea was proposed, however, most of the objections to performance based assessments have
now been

Ccmh535 R2 Giftedness Exercise Week6
University of Phoenix Material
Assessment of Giftedness
Discuss Gayle's test results with your Learning Team.
Write a 1,050 to 1,400 word paper addressing each of the six questions at the end of this assignment.
Format your paper according to APA guidelines.
Case of Gayle
Gayle began taking piano lessons at age 4. By the time she was 10 years old, she was a proficient
pianist, had completed in several statewide youth piano competitions, and had recently won the
prestigious national Chopin Youth Piano Competition. Gayle had already decided that she wants to
be a professional musician. In school, Gayle performs well academically. Her fifth grade teacher
believes that Gayle's musical ability as well as her high level of academic ... Show more content on
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Gayle's score of 55, in creativity, also puts her at the 95th percentile, which means that she scored
higher in creativity than 95% of the people who took this test. Gayle's raw score for musical was 52,
which is also well above the minimum requirement of 34. For musical Gayle is at the 98th
percentile, which means only two percent of the people who took the musical test scored higher than
she did. According to Gayle's scores in creativity and musical she easily qualifies for acceptance into
the gifted and talented program for gifted students at her school. xxxx be accepted into Gayle's score
Visual or Performing Arts Ability 1. Scales for Rating the Behavioral Characteristics of Superior
Students (SRBCSS)
2. Display of work in art or music 1. SRBCSS Minimum raw score on one of the following scales:
a. Art Scale = 53
b. Music Scale = 34
c. Dramatics Scale = 48
Creative Thinking Ability Evidence of art display or musical performanceScales for Rating the
Behavioral Characteristics of Superior Students (SRBCSS) Minimum raw score of 32 on the
Creativity Scale.
5. Based on Gayle's scores, she is not accepted into the gifted and talented program. Why was she
not accepted?
6. Write a letter to the Gifted Program Administrator appealing this decision. In your letter, make
sure you reference all the relevant assessment about Gayle, including her academic grades, scores on

the assessment instruments (e.g., WJ III ACH, CogAT, and the relevant SRBCSS subtest scores) as
well as

Worrell's Statement Analysis
1) Do you agree with Worrell's (2013) statement that "Rather than asking if a student is gifted–a
question that suggests some general, innate capacity–the question would be better focused on
identifying the academic domains in which the student performs very well" (p. 140). Why or why
not?
I agree with Worrell's (2013) statement. We should be asking and assessing not only if the student is
gifted, but how are they gifted? As Worrell point out "most gifted and talented programs in
elementary and middle school involved a broad range of enrichment activities, which may have no
relationship to the talents of the students in the program" (Worrell, p. 140). Many students are
placed in a "one size fits all" G & T program, and are not gaining the special instruction and ... Show
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142). What is the problem with the question? What question should be asked instead?
Worrell points out throughout chapter 14 that non–verbal assessments should be used as part of the
identification process. They aid in eliminating test bias for underrepresented populations and for
students with speech, language, and hearing impairments (Worrell, p. 135). They are also considered
to be a good measure of cognitive intelligence, which is the second best predictor of success for
students (p. 137). A better question to ask if the non–verbal test will show giftedness is the specific
domain that one assesses for a particular student, or will it point "skills and aptitudes" for success in
a specific domain. One can look at the unique variance component of the test score to find this
information, which shows reliable components of reasons that aren't considered general intelligence
(e.g. short–term memory or quantitative reasoning). Worrell says, "Not all scores are created equal";
finding the test, and interpreting the score is dependent upon what you are looking

The Most Important Characteristics Of Giftedness
Although the history of humanity saw a huge amount of really great leaders who changed the world
to a better place, there were some bad leaders who caused big disaster for the universe too and they
still exist. We see these leaders everywhere. Presidents, team captains, religious leaders, CEOs, etc.
Basically, leaders are the ones who lead others. Actually, when we look at these leaders characters ,
we can easily see 'most of them ' have gifted people characteristics. Because leadership is one of the
most important characteristics of giftedness. At this point, we can say gifted students are the
possible future leaders. Frankly, it is one of the main reasons that influence me to study gifted
education. If the educators know how to develop their leadership feature, and if they teach these
children how to be a good leader, it means we will see a better world in the future. Creating great
leaders of the future for more livable environments for everyone, this idea is my imagined as an
educator. As you know I am not teaching at anywhere right now. Because of that, I am just
pretending like a teacher who is teaching to 10 (5 male, 5 female) 4th–grade gifted student. I would
want to create a plan based on the class president system. I would like to call it 'be own president
before choose your president'
Here are some main duties and specialties of the class president:
– When there is no teacher in the classroom, he/she is the most qualified

Twice Exceptional: ADHD and Giftedness Essay
Joey is a bright, happy, healthy, and somewhat excitable 10 year old boy. He has been identified as
gifted and has an IQ of about 165. He has also been diagnosed with Attention Deficit Hyperactivity
Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He is receiving Special Education
services at his school for what has been labeled an Emotional Disability. He has a hard time
maintaining friendship with children his own age and sometimes keeps to himself and refuses to
interact with the children in his class. He has a difficult time expressing his emotion in appropriate
ways and finds it difficult to maintain appropriate boundaries when it comes to relationships with
other people. In this paper we will discuss whether emotional ... Show more content on
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These features of ADHD can significantly decrease a child's ability to succeed academically,
socially and emotionally (Bell, 2011). Diagnosing ADHD can be a difficult task because there is not
a test or specific physiological features that identify the disorder (Gupta & Kar, 2010). This disorder
is diagnosed based on behavioral observations by parents, teachers, and clinicians(Gupta & Kar,
2010). Parents and teachers report these observations subjectively, so there may be some
discrepancy in the actual behaviors observed (Gupta & Kar, 2010). For a diagnosis of ADHD a child
must show at least six of nine symptoms described in the DSM–IV (Gupta & Kar, 2010). There are
two subtypes included in the DSM–IV, inattentive and hyperactivity–impulsivity. Depending on the
subtype in which the child shows symptoms, they would be diagnosed with one subtypes, or the
combined type if they show at least six symptoms in both categories (Gupta & Kar, 2010). The
symptoms must have been present before the age of 7 and the symptoms must be present in at least
two settings and cause impairment in functioning (Gupta & Kar, 2010). The symptoms must also not
be able to be accounted for by another mental disorder (APA, 2000). If a child meets all of these
criteria, they can be diagnosed with ADHD by a clinician. There are several ways that a clinician
can gather the information

The Importance of Maintaining Gifted Programs: Schools...
Many people are of the opinion that special education programs for gifted children are an
unnecessary burden on tightly–budgeted and under–funded school systems, but this is actually far
from the truth. The gifted are perhaps the most neglected group of special needs children in almost
every school district. Because many people assume that the gifted do not need extra attention, gifted
programs are often the first program to be cut when budgets are reduced, but I suggest that they be
the last to go. These children have profound talents and are just as deserving of extra attention as
children who are physically or mentally handicapped.
Gifted children experience many difficulties, including loneliness and ridicule. They ... Show more
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Gifted children have a different learning style that allows them to absorb vast amounts of material
much faster than the average child. The current trend in education of introducing a new idea and
then building upon it is simply too slow for them. It has been likened to "feeding an elephant one
blade of grass at a time – he will starve before he realizes someone is trying to feed him" (Tolan 3).
These children may demonstrate what appear to be poor academic skills, causing them to appear to
be less capable (Oettinger 11). Sloppy handwriting can signify that a child's hands cannot keep pace
with his quick mind; some are poor spellers because they do not see words as collections of single
letters and some may even have trouble with memorization (Tolan 3). Gifted programs allow them
to use their skills in ways that are better suited to their learning style.
Many parents and educators are intrigued to note that gifted children often function on several
different levels of intelligence and development at the same time. It is not unusual to find a six year
old that can read at a seventh grade level, but has the comprehension of a fourth grader with the
temperament of a three year old. Therefore, it is of the utmost importance that adults who work
closely with the gifted realize that this discrepancy is common and to be

Argumentative Essay On Learning And Learning
Children can learn about the world through reading material, whether that instruction is intended or
not by the author, and whether the instruction is overt or relatively hidden. From cautionary, moral
tales of old to modern "problem novels" and books for children about life issues, authors show and
explain the world to the next generation. Matilda grew up in a family, where they did not value
education or learning. While her parents went to work, she stayed home and was expected to watch
TV or do nothing. Instead, she walked to the library and read books everyday. She learned many
things from reading and begged her father if she could attend school like other kids her age. She
read about history, law and many other educational topics that she could be learning if she was in
school. Children are sponges for information around them. Children gather this information from a
variety of sources, such as family, peers, and experience. In Matilda's case, she learned the most
from literature and Miss Honey. Her parents did not encourage learning and her headmaster was
cruel to all the students, "...children can develop understanding of themselves and others through
books" (Feeney & Moravcik, 2005, p. 20). Her parents failed to help Matilda or her brother excel in
school or the learning process. Luckily, Matilda continued to learn through reading.
The producers of Matilda treated Matilda's giftedness for the most part with high accuracy. In the
beginning of the movie, Matilda's gifts

Research Proposal: National Association For Gifted Children
WEBSITE REVIEWS
Website #1: National Association for Gifted Children URL: https://www.nagc.org
I. Overview: National Association for Gifted Children's main goal is to bolster the individuals who
advance the development and improvement of skilled and capable children through training,
examining and assembling groups. The association helps families, K–12 training experts and
individuals from the exploration and advanced education groups who work to help skilled and
capable children as they expect to accomplish their best and be contributing individuals from their
groups. The Association attempts to accomplish the vision where skill and high potential are
completely perceived, esteemed, and effectively sustained to bolster children ... Show more content
on Helpwriting.net ...
Twice–exceptional kids, mentally skilled youngsters with special needs, experience issues in our
training framework – on the grounds that their talent can cover their extraordinary needs and their
exceptional needs conceal their talent, they are regularly named unmotivated, or not attempting to
succeed. The challenges for twice–exceptional kids is that they learn an additionally harming lesson,
on the off chance that they can't do an task immediately, they won't have the capacity to do it by any
means. The work in school is either excessively troublesome or too simple. This is exacerbated by
the regularly happening issue of under–recognizable proof; in light of the fact that exceptionally
skilled kids are so great at making up for their unique needs, their issues frequently go undetected.
At this point, a lot of mental and scholastic harm may have occurred. Many individuals don't
understand that a youngster can be both skilled and have learning

Diversity Of Gifted Students
seen a widening of white–black and white–Hispanic achievement gaps (Reardon, et al, 2013). A
broad, sweeping federal definition would, I feel, achieve similar outcomes.
Some gifted students, in particular students of minorities and subgroup populations, may not be
easily identified for reasons that can be attributed to cultural or socio–economic differences, to
differences in opportunity to learn, to disabling conditions that may mask giftedness, or to biases in
the identification process (p. 329). The differences among these subgroups of students can affect
student engagement, achievement, and the ultimate probability of them achieving their full potential
(p.330). For example, a gifted African American student from a low socio–economic ... Show more
Teachers, administrators, parents, students, and community members in a district are by far the most
aware of the diversity present in those areas and how best to serve their gifted student populations,
specifically in relation to ethnic, racial, and socio–economic concerns. A local definition of
giftedness allows for policy making to occur on home turf, where best practices catering to specific
groups of gifted students can be utilized and the scope of the definition is able to be more succinct in
targeting certain student needs. As the National Association for Gifted Children (NAGC) states, the
goal of a definition of giftedness is to "provide the framework for gifted education programs and
services, and guide key decisions such as which students will qualify for services, the areas of
giftedness to be address with programming, when the services will be offered, and even why they
will be offered (NAGC–Def). Districts have the advantage of knowing their students, populations,
and communities. There are, however, some downsides in allowing localities to write their own
definition of giftedness and the ramifications of what follows. First, the school district must have
qualified administrators and educators creating the policies. According to a study done by the
NAGC for the 2012–2013 school year, 43 percent of states responding to a survey do not require
professionals working in gifted and talented programs to have certification or endorsement in gifted
and talented education. Fairly bleak numbers, although a federal mandate requiring gifted programs
in every school district will most likely change this fact. Next, locally defined characteristics of
giftedness

The Inclusive Practice During Childhood Education Context...
This essay will focus on the inclusive practice in relation to the early childhood education context
and particularly to the special educational needs of the gifted children. This will also cover the
policies/legislation, current research, national and international perspectives of inclusive practice in
early childhood education. The complexities and practicalities of inclusion in terms of learning
opportunities and experiences, environmental considerations and peer relationships would be
critically examined. The role of the teacher and the teaching strategies, practices and theoretical
prospective and the positive involvement of parents/families would also be evaluated to support the
children with giftedness abilities and extra talented skills. In general, inclusive practice is also
known as special education. According to Ministry of Education [MoE], (2000), "Special education
means the provision of extra assistance, adapted programs or learning environments, specialized
equipments or materials to support young children and school students with accessing the
curriculum in a range of settings." Whereas, Education Review Office (2012) also defines inclusion
as the identification that all children and their families have equal rights to access high quality early
childhood education without any barriers, full participation and learning for all children. Moreover,
the four principles of Te Whariki such as empowerment (Whakamana), holistic development
(kotahitanga), family and

Renzulli's Three-Ring Conception Of Giftedness '
1.) How does the main character (or main characters) exemplify someone with gifted abilities?
I chose the movie "Hidden Figures". This exemplifies women mathematicians that work for NASA
with gifted abilities. After reading different articles in this class, gifted is defined as having
exceptional talent or natural ability. The article "Renzulli's Three–Ring Conception of Giftedness"
states that "Renzulli considers three factors important for the development of gifted behavior: Above
average ability, creativity, and task commitment." These women had all three abilities. Katherine
Johnson, a brilliant mathematician in this movie was able to be creative and calculate the launch
coordinates and trajectory needed to launch U.S. astronaut John Glenn into outer space. Dorothy
Vaughan creatively finds a way to teach herself how to program. Mary Jackson, another NASA
employee became an engineer. ... Show more content on Helpwriting.net ...
I think intelligence along with the creativity allowed these traits to be dismissed. "The article
"Creativity as an Elusive Factor in Giftedness", "stated that creativity is elusive precisely because
like intelligence it has many different manifestations, conceptions, and interpretations. Because the
women of colored had these gifted abilities they were treated as unworthy. Their jobs and
promotions were in jeopardy. 3.) What are the various perspectives of other characters in the movie
when relating to this character (these characters)?
The other characters in the movie thought these women were strange, worthless and didn't know
what they were doing. These women were always doubted and questioned about their work and
abilities.
4.) Think of a student (or former student) that reminds you of the main character(s) exhibiting
giftedness in this movie. Reflect on possible actions that you or others involved with this student
could take that would be

Proposa Northern Cambria's Evaluating Evaluation Practices
An important aspect of creating any program is to insure it has a way to continue. This means the
program will have to have be evaluated and tweaked in order to change with the growing needs of
those it serves. Evaluation is an integral part of any program development. Evaluation of the
program should be ongoing, in the best effort to target issues within the program as efficiently as
possible. Evaluation should be built into the program, making it effortless for those involved to
provide the necessary information to create useful evaluations. Additionally, any evaluation should
be cost effective, so as to not hinder the program as a whole. Any evaluations must also be done
ethically and conducted competently. It is also important to disseminate the results of evaluations to
interested and appropriate audiences. The ... Show more content on Helpwriting.net ...
It is important to utilize all three, in order to allow for many different results. It would be the
responsibility of the special education teachers in the school to sit down at least once a year and go
over these three forms. Administering a survey to all students involved, as well as other teachers
involved would be the first step. Then, collecting the relevant data of students in their goals and
objectives as according to the NAGC standards and their GIEP goals. After all the data is collected,
it is the responsibility of the special education department to analyze it and then present the
information is the best possible format to the appropriate audiences. To analyze the information, the
faculty involved will have to determine if the program has achieved the goals and objectives it was
developed to achieve. Boiling it down into a simple report will help them and the necessary school
officials continue to develop and reinvent the program as needed to continue the best practices for
student

Essay on The Effect of Birth Order on Learning and...
The Effect of Birth Order on Learning and Development
Birth order is a topic studied by many psychologists through numerous different studies and
conflicting viewpoints. In respect to the order in which children are born, psychologists have labeled
specific personality traits for each child. While psychologists continue to disagree on the amount of
emphasis to be placed on birth order and personality, studies have shown family size can be a
determining factor in a child's learning and development.
First–born, middle, youngest, and only children are the common birth order positions most
commonly studied by psychologists. Alfred Adler, a major personality theorist, often studied the
issue of birth order. He believed that "the ... Show more content on Helpwriting.net ...
The youngest children tend to be less adjusted than middle–born children, are most likely to
experience feelings of inadequacy. Only children tend to desire being the center of attention, have
feelings of inferiority, and tend to be selfish in regard to sharing personal belongings. Although
these personality traits are widely accepted, a national sample by the Academic Advancement of
Youth of John Hopkins University found little relationship between birth order and personality.
However, a mild relationship between birth order and perfectionism was evident, (Parker 29).
Family size is more commonly accepted as a contributing factor to birth order positions. If birth
order is held constant, the larger the size of a family tends to be represented by a lower average IQ.
First–born, as well as only children are often believed to have superior intellectual development,
which can be explained by the greater amount of attention and verbal attention given by parents.
This makes sense because parents of first–born and only children are able to focus more of their
time with these children. A 1997 survey discovered the impact of a sibling born during the preschool
and early grade school years. The first–born child was significantly affected by the birth of a sibling,
which resulted in an increase in emotional problems leading to an increase in behavioral problems
during the first year. In addition, the learning

Giftedness And Giftedness
Giftedness is when an individual is able to achieve/perform/produce at high levels a highly valued
task or skill not achievable or proficient by the majority of members of the community. The skill
area could be inherent or developed. This aligns with both the NAGC and Sternberg & Zhang
definitions. 2. Law (concerning identification and education of students with G&T in KY) The
Kentucky administrative regulations address all students identified as having exceptional
educational needs including students identified with gifts and talents. KRS 157.224(1) requires that
educational programs for students with gifts and talents be established and KRS 157.200(1)(n)
allows for defining students with G&Ts those students demonstrate or have the potential "ability to
perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude,
creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts."
(704 KAR 3:285). The Kentucky Department of Education has established administrative
regulations that commit LEAs in the state to providing a "comprehensive educational program" for
all students that qualify for exceptional education between kindergarten through 12th grade. The
KAR further requires that the LEA establish procedures for identifying students with G&Ts (which
is defined in KRS 157.200, see above). Districts may use formal, informal, and "objective–based"
criteria for eligibility. Furthermore, the KAR also outlines procedures for identification for primary
talent pool. It is important to note that while the KAR makes note of the importance of equal access
to screening and services for children from low SES, children who are identified as a minority, and
children with disabilities, these children continue to be routinely underidentified. Lack of
experiences, access, and disabilities may mask specific gifts and/or talents, and teachers and parents
may need additional training and support in identifying those students. In Kentucky, children can be
identified for G&T services students when they demonstrate or have the potential "ability to perform
at an exceptionally high level" in the following categories: general intellectual aptitude: The

Giftedness Assessment
Northern Cambria School District is located in Northern Cambria, Pennsylvania. This is a rural area,
with the closest city being Johnstown, PA, and the closest major city being Pittsburgh, PA. The area
is in an economic recession and has been for several years. The district covers the borough of
Northern Cambria and Barr and Susquehanna townships. In 2011 the district served 1,183 students.
According to the National Center for Education Statistics, at the high school level, there are
approximately 386 students and 27 teachers. Northern Cambria also qualifies as a Title I district.
The racial demographic of these students is primarily white, and student achievement is on average
of 76 out of 100 according to data from the 2014 PSSA tests. It ... Show more content on
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Using teachers to screen for potential gifted students gives a basis for more formal testing of the
students. However, the district must first define their own requirements for a gifted program.
Primarily, a higher than average IQ score, general good grades, leadership abilities, and creative
abilities should be considered when looking to identify gifted students. While all of these
characteristics are important, it is also important to note that students may not possess all of them,
and may only have a gifted talent in one specific area of study. When a teacher suspects giftedness,
they should refer the student to the guidance counselor or school psychologist, who can then set up a
formal assessment to determine if the student has enough of the characteristics to qualify as gifted
by the state. After students have been identified, it is then important to secure a GIEP (Gifted
Individual Education Plan) and make greater opportunities available. However, as mentioned above,
the first step is to use the tools described above to identify students in need of the gifted

Argumentative Essay On Gifted Children
Arbitrary, too narrow in scope, and biased are just a few of the things that come up when
psychologists, teachers and parents discuss how to determine if children are gifted and talented. In
the United States, 6 to 10 percent of school age children are labeled "gifted" and are placed into
classes that cater to their advanced abilities (National Association of Gifted Children, 2014). School
age children, in some states, can be as young as four years old. A lot of the controversy starts right
there: how can four year olds be expected to take a challenging IQ assessment and then have their
score on that test determine their classroom placement for the next 13 years? Lewis Terman, an
American psychologist and professor at Stanford University, was a pioneer in the understanding of
gifted children and their place in the American education system. He was majorly influenced by
Alfred Binet and eventually revised the Binet–Stanford scale so that it could be used in the United
States, where it is now known as the Stanford–Binet Intelligence Scale (Human Intelligence, 2013).
A major contribution of his was the definition of what makes a child gifted. According to Terman, an
Intelligence Quotient (IQ) of at least 130 marks giftedness, he even believed that any child who
scored a 132 or higher was a genius (Steinberg, Bornstein, Vandell, & Rook, 2011). To measure
intelligence, he expanded on William Sterns' equation stating that IQ is a person's mental age and
chronological age

Persuasive Essay On Gifted Education
Ward, 2005); President Obama's defunding of the Javits Act, as part of the federal budget in 2012
(Equity) (Stephens, 2011), and the passing of the TALENT Act under the Every Student Succeeds
Act (ESSA) in 2015 (NAGC, n.d.). In short, the federal government's support for gifted education
has been inconsistent at best, and when compared to the Individuals with Disabilities Education Act
(IDEA), which "guarantees all children between the ages of three and twenty–one with specifically
identified disabilities a 'free appropriate public education' in the least restrictive environment in
conformance with an Individualized Education Program" (Ward, 2005, p. 58) funding and support
by federal government is severely lacking (Brown, 2008; Ward, 2005). Nevertheless, the TALENT
Act (2015) is encouraging for gifted education as it promotes professional development to support
high–ability students, seeks to recognize and respond to excellence gaps, makes student
achievement data publicly available, and advocates for research and the distribution of research that
supports best practices in gifted education (NAGC, n.d.). Likewise, the Javits Act continues to give
hope to those who have been historically underrepresented in gifted education through the first of its
two priorities, which is to support "Initiatives [that] develop and scale up models serving students
who are underrepresented in gifted and talented programs" (USDOE, 2017).
Nomination and Confirmatory Practices
In Comparing Apples and Oranges: Fifteen years of definitions of giftedness in research, Carman
(2013) identified nine gifted identification methods she found through reviewing 103 articles. These
methods were intelligence tests (IQ), achievement tests, academic achievement (Grades), teacher,
parent, counselor, and committee recommendation, extracurricular activities, and additional sources
of evidence (i.e. Performance–Based Assessments). Carman (2013) also wrote, in her article, that
there appears to be some confusion between giftedness and intelligence since definitions of
giftedness often align more with the latter than the former. The fact that there are blurred lines
between these terms might explain why there has been an overreliance on IQ

The Importance Of Diversity In Education
Diversity in education is necessary to understand. We live in a society where there are diverse
cultures and varieties. People have been raised in different settings and may not understand certain
things better than others. As an educator, it is important to not let any students feel left out. It is
essential to understand different diverse groups in an educational environment. There are so many
different diverse groups in schools. Some include students who identify themselves as LGBTQ,
children in poverty, and children with special needs. Specifically, in this essay, autistic and gifted
children will be further described. Autism is a disorder that has increased through time. As an
educator, the chances of getting a child with autism is very likely. "Autism now affects 1 in 68
children and 1 in 42 boys" (Facts about Autism, 2012). The official name of autism is autism
spectral disorders. The reason for the name is because there are different problems that are included
in autism. The basic definition of autism consists of children who have a tough time making out
connections within the brain. For example, children with autism may not make good connections as
fast as other children. Some symptoms of autism include having trouble with the meaning of words,
repetitive behavior, unusual movements, and having a challenging time adjusting to certain things
(Walter, 2016). Many educators usually give extra attention to autistic children to help them stay
focused. It is very

Topic Two Part B: Identifying Giftedness In Schools
Topic Two Part B: Identification of giftedness
Summary:
The major focus of this literature was around the current ways that schools identify students who are
gifted and how sometimes these identifying techniques are less than satisfactory.
Callahan et al (2012). indicate that one of the major issues with current gifted education is the
differing standards that are used to identify students for these gifted programs. They go onto
mention what with this wide discrepancy within the identification process, leads to multiple
differing understandings of what giftedness means Callahan et al, and thus many students going
unrecognized as gifted.
It was suggest that while some schools are trying efficiently to identify these gifted students their ...
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How do we as a community decided what counts as giftedness and what doesn't, this teamed with
the wide spread of what counts as giftedness, made me consider if anyone is truly actually gifted or
because they find curtain think
"The process of identification will, of course, vary considerably depending on how a school district
defines giftedness" (Callahan et al, 2012)
This quote is something that I found so thought provoking. When we think about terms such as
Asperger's or dyslexia their definitions are the same across states and countries. Then how is
giftedness a term that is so open to interpretation? With it being so open is this major reason that so
many young gifted students feel that they aren't being catered for effectively because they do not
meet the standards of that

Gifted Flaws
People say that being smart or gifted is a superb kind of ability. However does society even know
the basic definition of giftedness? For example, "Albert Einstein's name is associated with the term
genius in pop culture" (Cohen), but people still don't know how the mind of a genius thinks or what
it goes through. This is a problem with society itself for not accepting different people just because
they are greater. Being a gifted has its advantages and its flaws such as how gifted person can mean
conflict with society, being gifted can mean things such as a higher IQ, and gifted people contribute
many important factors to innovation. PROBLEMS WITH A GIFTED. There are many problems
that come with being a gifted. The gifted students those with high IQ usually have to wait on other
students when doing classwork, there are also times ... Show more content on Helpwriting.net ...
Innovation is turning an idea into a solution that adds value from a customer's perspective. This
means that a gifted persons ability to tell the difference between the goals,assignment and & mission
is crucial to innovation because they can focus on each aspect of innovation (Hoeller). They can also
make fabulous leaders because they can identify habits,traditions, and social pressure ("Hoeller").
However the people with these habits and traditions might hate the gifted leader. Furthermore
creative thinking is second nature for the gifted especially for innovation where you need creative
ideas. Another contribution they make is being versatile they can switch their jobs if they need to
and not just have one or two skills (Hoeller). The gifted may also have high passion and
commitment to a project or work (Hoeller). Lastly gifted people make their own solutions to a
problem and a higher authority's opinions doesn't matter to them. That is what a gifted contributes to
innovation in the

The Origins And End Of Giftedness Summary
Ellen Winner also authored a very relevant article in 2000, titled The origins and ends of giftedness.
This article is essentially a supplemental piece to her book, cited above. This article was written four
years after it, and her perspective on the origin of giftedness in children has begun to lean a bit more
toward the growing psychological opinion that giftedness most often arrives from goal directed hard
work, otherwise referred to as deliberate practices. Winner also continues with a cautionary focus on
parents who are over eager and often overbearing when pushing their young children to learn, and in
turn negatively affect them emotionally and behaviorally. In the article she notes, though, that
parents of high–performing children tend

You Know Your Child Is Gifted When By Judy Galbraith
The world is full with people and blogs, trying to convince you things they don't really know
themselves.
Before you freak out and send your child to the closest "Child Genius" reality TV show, you need to
break to square one and know some basic terms; what does a gifted child really mean? Furthermore,
what kinds of gifted traits are there? In the booklet "You Know Your Child Is Gifted When..."
written by Judy Galbraith, you can find these exact things.
In the article, the term "gifted" is a very precise, yet very broad; it is more than a number on an IQ
test, hence is termed by the U.S Department of Education as children and youth with outstanding
talents and accomplishments, in comparison to others of their age, experience of the environment.

Gifted Students and Social Stigma Essay
Gifted Students and Social Stigma
Philosopher Benedict Spinoza said, "Man is a social animal" (Kaplan 278). The desire for social
acceptance, whether recognized or denied, is part of human culture. People yearn for it, obsess over
it, and alter themselves to obtain it. Humans can spend their entire lives unsuccessfully attempting to
achieve a level of social status they believe will validate them. Acceptance is denied for superficial
reasons varying from clothing to cliques. However, it is also denied due to innate elements of
personality. Stigmatizing others for a natural characteristic not only seems unwarranted but also
unfair. Yet, a stigma is imposed daily on gifted adolescents who neither deserve, nor know how to
deal with, the ... Show more content on Helpwriting.net ...
They want to know what something is but also why it is that way. Teachers can take this curiosity to
be offensive and oftentimes the student is viewed negatively by their peers due to an adoption of the
teacher's negative attitude, thus beginning the social stigma (Johnson 27).
Another standard, "educational" treatment of gifted students is to separate them from the class.
Because the gifted student has surpassed the majority the teacher isolates the child with a separate
advanced activity and returns to the majority. In these situations the gifted student and his/her peers
become accustomed to this "different" status. The gifted student becomes an outsider in relation to
the group by default, due to his/her above average abilities. Educational treatment of the gift denies
the student the opportunity to learn to socially interact at a young age. Gifted students never become
accustomed to peer interaction because this system is perpetuated upward throughout the grade
levels. And unfortunately, in an educational atmosphere where grades are a primary focus, poor
interpersonal skills are more likely to be tolerated than poor work–related skills (Wolfle 3). It
becomes a norm for the student to work alone and his/her social and psychological needs are
ignored.
The students themselves report that one prevailing stigmatism of being gifted is being neglected, not

How Much Control And Pressure Should Parents Exert Over...
The second real life scenario that we'll be investigating in relation to the knowledge question, "How
much control and pressure should parents exert over children?" is the lives of child prodigies.
A child prodigy is defined as: "a person who, at an early age, develops one or more skills at a level
far beyond the norm for their age."
Although nature does play a factor in their ability, child prodigies are also often strongly pushed and
controlled by their parents. Their abilities can thus, to a certain extent, be seen as a result of their
parents' raising methods.
I'll be introducing two such child prodigies.
The first of these is William James Sidis. Sidis was born on April 1st, 1898, to a family of brilliant,
but neurotic parents. His father, Boris Sidis, was a professor of psychology at Harvard, and saw his
son's birth as an opportunity to perform experiments on the human psyche on a live specimen.
Specifically, Boris put intense academic pressure on William.
At five, William was learning Latin, Greek, Russian, French, German, and Hebrew. At the same
time, the media constantly hounded him and monitored his progress: Sidis lived a life of constant
scrutiny.
By nine, his father had forced him to enrol in Harvard; by twelve, he was a lecturer.
But by his sixteenth birthday, Sidis retired from Harvard after a heavily publicised mental
breakdown and began to lead a life of total seclusion, abstaining from even academia. Sidis took on
odd jobs, such as working at a printing

Psychological And Behavioral Characteristics Of The Film...
Psychological and Behavioral characteristics of main character(s)
The film Little Man Tate, Fred Tate, a young boy who is particularly gifted, but he finds himself
feeling lonely. Fred's journey into the world of the gifted, where he finally begins to find acceptance
from those who understand his mind, but also highlights the struggle between meeting his emotional
and intellectual. One day in class, Fred's teacher writes a strung of numbers on the board and asks
the students to tell how many of those numbers are divisible by two. Then, Fred responds, "All of
them". He independently studies and analyzes art. He does not read books that children his age are
typically draw to. He begins researching giftedness in the library on his own after meeting Jane and
hearing that he is gifted.
In his summer vacation, he chooses to spend at college with Jane studying math and physics, rather
than hanging out with his mother. He appears happiest when he is given widespread time to read or
solve a multifaceted problem. At "Odyssey of the Mind", he line up when the announcer calls out
the complex problem and solutions start swirling through his mind. The emotional area is definitely
the most intense of Fred's over emotionality. He wakes up at one point in the movie screaming for
his mother, distraught about what he has learned about curtain, a gland emission that can turn a
young boy into an old man. When Damon, one of the other gifted students, lashes out at both Fred
and Jane, he is

The Importance Of Giftedness In Education
Gagne, 1995 via Mansfield, 2016 ) believes that giftedness is static, or innate , "either you have it or
you don't," and the other believes that giftedness is dynamic (i.e. Renzulli, 2012 and Vopat, 2011)
and can be developed provided the appropriate nourishment and/or access to opportunity. According
to Ward (2005), if one agrees that giftedness is innate, then he or she likely favors specialized
instruction to meet gifted children's unique needs similar to how SPED students require
differentiated instruction. Alternatively, if one agrees that giftedness is dynamic, then he or she
might favor retaining gifted students in the general education setting to capitalize on their "gifts" for
the greater good.
Renzulli (2005) wrote that the goal of all schools should be to develop the talents of every student
and equalize their opportunities in ways that allow them to achieve self–actualization.
Unfortunately, this is not current practice because unlike NCLB, there are no incentives, mandates,
or penalties for students who are already proficient (Stephens, 2011; Jolly & Makel, 2010; Ward,
2005). Generally speaking, this lack of accountability for gifted education demonstrates that while
equity and excellence can coexist (Stephens, 2011; Ward, 2005), the federal government supports
one (equity) over the other (excellence) and that the tension between these constructs is not innate,
but political (Ward, 2005).
Eugenics
The eugenics movement began in the early 1900s

Arlington County Giftedness
Arlington County does an excellent job adhering to most of Moon's 9 points:
1. The definition for Arlington County goes with what the state and federal government adheres to
and bases its assessments on the most current possible manner. They recognize the diversity by
putting the information in all different languages. In addition,
"The Office of Gifted Services reflects this philosophy and complies with Virginia Regulations
Governing Educational Services for Gifted Students based on the following concepts:
a. Giftedness is developmental; it is potential which must be nourished.
b. Gifted students share some characteristics with all other children.
c. There is variability among the gifted."
2. Arlington county Public Schools test everyone for giftedness and they can be identified any year.
The normal process is done at the beginning of the school year, but ... Show more content on
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They use the most up–to–date information with SOL tests, AP/IB Tests (for upper levels), DRP,
Math pre–assessment (lower levels) and county assessments as they become available. There is even
more detailed information about the testing at
(http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/62/New%20Final%2012–
17%20GS%205%20year%20Plan%20v8b%20May%2016%20v2.pdf)
This was eye opening to me since it details every test and the year to be given. I had no idea that all
of this information was out there. I did find it interesting that they did not give any cut off scores. I
am assuming it is due to the fact of the validation of the test.
3. I know for a fact that the SOLs which is one of the standardized assessments that Arlington
County looks at for gifted education, is validated and normed every year. In Earth Science there is a
different cut off score to pass/pass–advanced every year depending upon the test. Also, because
there are so many different versions of the tests the scores (which are computerized) do not come
back instantaneously until enough students in the state have taken that

Critical Review of a Research Article
Manchester University MEd Educational Psychology Student Registration Number: 440880 MD699
Research Issues in Psychology Critical Review of a Research Article Pupils who exhibit gifted
characteristics along with another disability are referred to as ‘twice–exceptional students'
(Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which
analyses the responses and perceptions through interview, of one particular individual (Andrew)
who was identified as being gifted and talented (G/T) and who had emotional and behavioural
disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer
understanding of Andrew's community and school experiences, as they stated that ... Show more
In this study there was no deficit in the amount of data collected by the questions asked by the
researcher, with Andrew providing ‘depth and clarification' (p.3) in some replies. The findings that
the researchers identified (p.3) form the next part of my critique. The themes which were found
through analysis of the data compare to other researchers who find that gifted children in particular
suffer from various social vulnerabilities as a result of their special needs (Porter, 1999; Lovecky
1992; Schuler 2003). What strikes me about some of the data is the bias which comes across from
Andrew's reflections. He states, "They uprooted me and put me in a classroom because of my
behaviour instead of trying to deal with the behaviour in the classroom" (p.3). The researchers
analyse this as being the participant's anger and frustration towards his labelled disabilities. He then
goes on to describe, "I don't remember a single thing that we did in there that I considered as being
educational" (p.3). Were these statements an actuality of what he would have stated at the time in
question, or were they the result of his ability to reflect from a teacher's perspective? Nevertheless
the statements he makes, which are often quite controversial e.g. "We did not learn about math or
science that I recall" (p.3), do seem to be conducive to the type of evidence that the researchers may
have required to

Critical Review of a Psychology Research Article on Students
Research Issues in Psychology Critical Review of a Research Article Pupils who exhibit gifted
characteristics along with another disability are referred to as 'twice–exceptional students'
(Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which
analyzes the responses and perceptions through interview, of one particular individual (Andrew)
who was identified as being gifted and talented (G/T) and who had emotional and behavioral
disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer
understanding of Andrew's community and school experiences, as they stated that there was a lack
of empirical data focusing upon pupils who displayed such behaviors. ... Show more content on
Helpwriting.net ...
Teaching, according to the Teacher's Training Agency, "...is a job for those who like and respect
young people" (2005). Andrew clearly from his responses, suffered during his schooling, and
perhaps felt disrespected as a result of being labelled. His position as an educator a number of years
later, enable him to look quite critically upon his educators, almost, one could argue with an expert
eye. As well as the questions which are raised about the size of the sample that was used, it is also
necessary to point out the lack of detail present concerning how the sample was chosen. Andrew's
reflective experiences several years after they occurred surely cannot be as valid as for example, a
sample of children displaying twice–exceptional abilities within schools at the time of commencing
the research. Perhaps Morrison and Omdal had valid reasons for choosing Andrew as their lone
participant, but this detail is missing from their study. There is no evidence either to suggest whether
Andrew was de–briefed about the nature of this study, which could prove significant with regard to
his responses to the interview questions, especially as he talks with such fervour about his
experiences. Since they only had one participant for this research, an interview was an appropriate
method to gain access to Andrew's experiences in school and in the community. An interview as
stated in Cohen et al

Total School Cluster Grouping Model Analysis
Definition of Giftedness:
We are committed to serving all students of our community among all ethnic, racial, and socio–
economic backgrounds, including our ESOL and Special Education population, and recognize that
there are students who have abilities and academic aptitudes that differ from their school–aged
peers. Therefore, they require special instruction, services, and experiences, which go beyond the
general curriculum to further develop their potential. A committee of professionals within the school
building will work together to analyze multiple forms of evidence including, but not limited to,
assessment scores, referrals, student work samples, and teacher and parent narratives to determine
eligibility based on the interactions between ... Show more content on Helpwriting.net ...
The TSCGM promotes flexibility and movement between clusters. Our definition recognizes the
need to identify and further develop students who are potentially gifted. The TSCGM's value of
fluency, and the concept that there is no limit to the amount of high–achieving students identified,
would allow teachers to move students to the high–achieving cluster easily (Gentry &Fugate, 2013,
p. 221). According to the research done Gentry & Owen (1999) this model also provides more
students that move up to become high–achievers. Our definition states that gifted students will "be
given differentiated educational services and experiences to meet their needs and abilities". The
TSCGM places importance on providing teachers with professional development opportunities that
focus on differentiation and gifted education strategies. Therefore, teachers will be given the
expertise and resources needed to provided these "educational services and experiences" within the
general classroom. Our definition also requires school staff to annually review and report on the
progress of gifted students. This fits in with the TSCG model because it requires teachers and
administration to review student data yearly to create new cluster groups (Gentry & Fugate, 2013,
p.218). I think by using TSCG, more gifted students in our district will be receiving services during
most, if not all, of all of their instruction time, and all of our students will be positively

Character Analysis Of Will Hunting
Analysis of Will Hunting Advice for the Foster Parents The fictional character Will Hunting is an
orphan so I will address his foster care parents in my paper. Will Hunting is a brilliant
underachieving gifted student. As his foster care parents you need to realize he has learned to
underachieve early in his academic because he has already mastered the material easily and he has
not had to push himself to succeed academically (Ruff, Deborah, 2011). Will has never been placed
in a nurturing environment so you will need to realize he uses his humor as a defense mechanism. If
you learn to appreciate his humor you realize it is an extremely enjoyable part of his personality
(Ruff, Deborah, 2011). He will need tons of emotional support because as a gifted child he
experiences the world around him in a heightened state (Cross, Tracy, et al. 2018). You should be
upfront with Will about his IQ and abilities this will lead him to better deal with his abilities (Ruff,
Deborah, 2011). You will need to help him learn to prioritize to better help his gifts flourish and on
the same hand you will also have to help him learn how to let go of things that are out of his control
(Ruff, Deborah, 2011). Try to help Will pursue his math abilities and other things he finds extremely
interesting (Ruff, Deborah, 2011). The stress of raising a gifted child can be more unique then
raising other children. It has been compared to raising a special needs child (Renati, Robert, et al.,
2016, p.6). One study found gifted students long term happiness is directly related to whether they
thought their parents were warm and supportive (Renati, Robert, et al., 2016, p.6). The main sources
of stress for parents raising gifted children have been identified as: lack of parenting alliance, stress
that stems from finding helpful educational strategies, lack of persistence, and lack of management
of family routines (Renati, Robert, et al, 2016, 13–14). So if you can come up with a plan between
the two of you to try to combat these issues ahead of time they may save you stress in the long run.
The relationship between the parents or care takers of the gifted child must be strong in order to aid
in the success of raising the

Ellen Winner's Gifted Children
In the 1996 book Gifted children: Myths and realities by Ellen Winner, the author of over 100
articles and four books, takes the opposing view in this work to the more current studies regarding
producing giftedness through effort, as her study here defends a heavier influence played by brain
development. She recognizes three characteristics found in gifted children: precocity, an insistence
to marching to the beat of their own drummer, and what she calls a rage to master, or better stated, a
driving force to gain mastery over what the gifted student has a special proclivity toward
understanding and doing. Winner also illustrates many of the myths that follow the idea of what
gifted children should be able to do. Through her research, one of

The Importance Of Giftedness And Talent
The researcher observes that the DMGT differentiates between giftedness and talent in which
giftedness includes the possession and use of untrained outstanding natural abilities (called gifts), in
at least one ability domain, to a degree that places an individual at least among the top 10% of age
peers. Besides, It's clear in the figure that the natural abilities of the gifted have three domains;
intellectual domain which includes (general intelligence, numerical, verbal...), mental domain which
includes (creativity, fluency, leadership...) and physical domain which includes (perceptual, vision,
endurance, speed...) (Gagné, 2010).
On the other hand, Talent includes the outstanding mastery of developed competencies (knowledge
and skills) in at least one field of human activity to a degree that places an individual at least among
the top 10% of learning peers. The DMGT shows that when gifted uses his natural abilities to
interact with environment through catalysts and development processes, gifted becomes talented
with competency. Moreover, the first field of the competency is the academic field which includes
language and other fields of life such as technical, science and technology, arts, games and sports
(Gagné, 2010).
In sum, talent fields are related to subjects, academic activities and scientific applications in
different fields of life, including technology. Consequently, English subject and using technology are
related to talent fields. In contrast to this, giftedness

Characteristics and Needs of Gifted Students

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