The document discusses different theories and aspects of intelligence, giftedness, and intellectual disabilities. It defines intelligence as the ability to solve problems and adapt based on experiences. It describes theories by Sternberg of analytical, creative, and practical intelligence and Gardner's theory of multiple intelligences including verbal, mathematical, and other types. Giftedness is defined as an IQ over 130 or superior talent in a domain. Intellectual disabilities are defined as lower IQ (below 70) and difficulty with daily life before age 18. The spectrum of intellectual disabilities is vast. Racial disparities exist in admission to gifted programs.

1. Intelligence
Giftedness, disabilities, and everything in between

2. Properties of Intelligence
 Intelligence is defined as the ability to solve problems, and to adapt and learn from
experiences (Santrock, 250).
 Fluid intelligence is the ability to reason abstractly, and crystallized intelligence is
made of accumulated information (Santrock, 262). Fluid intelligence decreases over
time, and crystallized intelligence increases over time (Santrock, 262).
 The Stanford-Binet test (IQ test) and the Wechsler Scale are two popular
intelligence tests. They provide an IQ score, and several scores in other areas of
competence, such as processing speed and working memory (Santrock, 252).
 Intelligence tests can predict 10-30% of future job success, but the other 70% relies
on other factors such as motivation and education (Santrock, 252).

3. Theories of Multiple Intelligence
 Sternberg’s Triarchic Theory: argues that different forms of intelligence do well with different forms of
instruction
 Tests three types of intelligence: analytical, creative and practical (Santrock, 253).
 Analytical intelligence includes judgment, evaluation skill and the ability to compare and contrast;
creative intelligence includes originality, imagination and the ability to design and invent; practical
intelligence is the “ability to use, apply, implement and put ideas int practice” (Santrock, 253).
 Gardner’s Theory of Multiple Intelligences: argues for 8 forms of intelligence: Verbal, Mathematical,
Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist
 Each type of intelligence is linked to “unique cognitive abilities”, all people have all types, but the
significance of their expression varies by person (Santrock, 253).
 Gardner argues for his theory by using information about different abilities surviving brain damage
and the “extraordinary skill in a particular domain” by autistic savants (Santrock, 253).

4. Giftedness
 Giftedness is defined as “one who has an IQ of 130 or higher, or above-average
intelligence, or a superior talent” (Santrock, 267).
 There are three main characteristics that are evident in gifted children:
1. Precocity: Learning seems effortless for them
2. Independence: They often learn on their own, or in their own way
3. Passion: Self-motivated, and even an “intense, obsessive interest” in their domain of
ability (Santrock, 268).
 Highly gifted individuals are often gifted in one specific area of intelligence, and
average in most other areas (Santrock, 269).
 It is important for educators to challenge gifted children in school, or else they
might become disruptive, apathetic, or bored due to a lack of stimulation in school
(Santrock, 269 & 270).

5. Racial Disparity in Admission to Gifted
Programs
 Starting in elementary school, a teacher can refer a child to be evaluated for
admission into a gifted program (DeNisco, 2016).
 There is racial disparity between black students and white students regarding
admission into gifted programs (DeNisco, 2016).
 17% of black students attend schools that don’t offer gifted programs, while 10% percent
of white students attend schools that don’t offer gifted programs (DeNisco, 2016).
 To close this racial gap, we need to evaluate all students for readiness to enter
gifted programs instead of referring specific children for evaluation (DeNisco,
2016).

6. Intellectual Disabilities
 Intellectual disability is defined as “a condition of limited mental ability in which the
individual has a lower IQ (below 70), has difficulty adapting to responsibilities of
daily life, and exhibits these traits before 18 years of age” (Santrock, 267).
 The spectrum of intellectual disabilities is so vast, that some people can function
independently with a disability, and other people require assistance to complete
activities of daily living; though there is an objective criteria for classifying an ID,
each case is unique.
 89% of individuals with an intellectual disability are in the ‘mild’ range, identified by
an IQ between 55 and 70 (Santrock, 267).
 Intellectual disability may be influenced by genetic or environmental factors
(Santrock, 267).

7. References
 DeNisco, A. (2016). Why aren’t more black students identified as gifted?
District Administration, 52(4), 16. Retrieved from http://0-search.ebscohost.com.
library.alliant.edu/login.aspx?direct=true&db=ehh&AN=113989673&site=ehost-
live&scope=site
 Santrock, W. J. (2016) A Topical Approach to Life-Span Development (8th ed.). New York,
NY: McGraw-Hill Education.