The document discusses Howard Gardner's theory of multiple intelligences, which challenges the traditional view of intelligence as a single measurement and suggests that various intelligences work together in gifted education. It highlights the prevalence of underachievement among gifted students, attributing it to environmental factors and a lack of challenging curriculum, while introducing the Science and Arts Academy as a supportive educational environment for gifted learners. The document also provides strategies for parents and educators to help gifted students discover their life’s purpose and contribute positively to society.

1. The Theory of Multiple Intelligences
The methods used to measure intelligence in the traditional classroom have led some scholars
to refer to this as an overly narrow view of intelligence. Oftentimes it is tied too closely to those
skills valued the most in public education (linguistics, logic, and math). We can trace this
traditional school-based view back to the late 19th
, early 20th
century. However, administrators
of gifted school programs in Chicago today feel that the student’s intellectual capacity cannot be
determined by a single measurement of intelligence.
The theory of multiple intelligences was originally introduced in the “Handbook of Gifted
Education” which was published in 1991. The book was written by several authors, one of
which was Howard Gardner, the individual who developed the MI theory eight years prior to the
book’s release. He insisted that a gifted student’s eligibility for enrolling in a gifted school
program in Chicago (or anywhere else in the US) was based on a high IQ test score.
However, it was in his publication the “Frames of Mind” that Gardner first mentioned 7
intelligences ((recently updated to 9 in the “Handbook of Gifted Education”). These are broken
down and summarized as follows:
 Bodily-Kinesthetic – balance, coordination and control, locating objects/self in space, and
stamina (Example: Tiger Woods)
 Existential (unconfirmed 9th
intelligence) – ability to raise questions regarding your place in
the universe (Example: Soren Kierkegaard)
 Interpersonal – ability to teach, lead, or inspire other people and respond to their situation,
opinions, motivations, emotions, and/or actions (Example: Dalai Lama)
 Intrapersonal – knowledge and understanding of youremotions, motivations, self-
awareness, strengths and weaknesses, and style (Example: Oprah Winfrey)
 .
 Linguistic – comprehension and expression of oral and written language, pragmatics,
semantics, and syntax (Example: William Shakespeare)
 Logical-mathematical – computation in conjunction with deductive and inductive reasoning
((Example: Isaac Newton)
 Musical – harmony, melody, musical, pitch, rhythm, texture, themes, and timbre(Example:
Wolfgang Amadeus Mozart)

2.  Naturalist (added 8th
intelligence) – learning the key differences of discrimination among
several categories, classifications, or species of objects found within our natural
environment (Example: Charles Darwin)
 Spatial – balance, color, contrast, design, form, match, and perspective (Example: Frank
Lloyd Wright)
Gardner’s theory of multiple intelligences contends that “each intelligence is a relatively
autonomous intellectual potential capable of functioning independently of the other.” However,
it also proposes that these different intelligences work in conjunction with one another in a gifted
school curriculum in Chicago. While the theory of multiple intelligences universally defines the
terminology “intelligence”, it also suggests that some individuals are universally intelligent.

3. What causes some Gifted Students to be Underachievers?
For some time now, the public education system has witnessed epidemic proportions of
underachievers throughout the US. Some education officials even claim that this is becoming a
more prevalent problem in gifted school programs in Chicago suburbs as well as in other cities.
In fact, research studies from as far back as the 1980’s have revealed that anywhere from 10%
to 20% of students that were classified as “gifted” didn’t finish or graduate from high school.
Although it is unclear as to why this issue has become so problematic, there is some
speculation that this phenomenon has been caused by too much focus on results and test
scores rather than examining a child’s learning processes. The more common tools being used
to identify and measure learning difficulties as well as underachievement in gifted school
programs in Chicago suburbs are checklists and questionnaires.
However, research involving behavioral defensive patterns shows that there are certain
pressures that arise more frequently in gifted students than in the traditional classroom. These
pressures include:
 the concerns about how their appearance and popularity could eventually help them to gain
the admiration of their peers
 the desire to be very creative and unique
 the student’s need to achieve perfection by being extremely intelligent (the smartest in their
group)
Research has also suggested that behavioral defensive patterns are associated with or
attributed to certain environmental factors that could contribute to underachievement. These
factors include the student’s:
 educational environment
 family dynamics
 peer influences
Furthermore, there are certain school circumstances which have been identified as a hindrance
to achievement. The following circumstances can lead to underachievement and are usually
not found in gifted school programs in Chicago suburbs:
 an anti-intellectual classroom or educational environment that prioritizes athletics and/or
social status rather than academics and intellectual programs
 an attitude or mindset that views gifted education as being elitist in nature

4.  an overly rigid classroom environment wherein students are forced to study the identical
course materials at all times
 teachers who continually ignore or overlook the student’s quality of work because of cultural
or racial prejudices, different values, or their own personal power struggles
It’s obvious that the root cause of underachievement must be researched thoroughly if it is going
to be defined as discrepancies between achievement and IQ test scores. In addition to
behavioral defensive patterns that can adversely affect motivation, the root cause is oftentimes
found in a curriculum that fails to challenge the student enough.

5. For immediate release:
Science and Arts Academy – Gifted Education Programs that help
intellectually high performing Students achieve their Potential
Founded 25 years ago in Des Plaines, Illinois, the Science and Arts Academy serves the
greater Chicago area and its many suburbs. The school is primarily recognized for providing an
academically differentiated, enriched learning environment for “gifted and talented” or
intellectually high performing students. According to Timothy P. Costello, Head of School, the
school was designed and developed “to meet the unique needs of gifted students” from junior
kindergarten through eighth grade.
He [Costello] went on to say that the school’s supportive community encourages everystudent
to cultivate not only his or her academic abilities and creative talents,but their emotional
development as well. As a co-educational, independent, non-denominational, and not-for-profit
day school, the Science and Arts Academy is easily accessible by personal vehicle or public
transportation. School begins at 8:30am and ends at 3:30pm with extended day care available
from 7:30am until 6:00pm Monday through Friday.
The Numbers don’t lie
So what is it that separates this school from the public education system? It’s all about numbers.
With an average of only 13 students per class and a 7:1 student to teacher ratio, the school is
able to better facilitate, ignite, and promote student learning. Plus, the school offers the best,
expert-guided educational experience for gifted students by:
 challenging students with robust academics
 encouraging emotional and social development
 offering extensive opportunities for artistic expression
Considering the fact that 82% of their faculty members hold advanced degrees, this easily
explains why Science and Arts Academy students typically score an average of 23 points or
more on standardized MAP (Measure of Academic Progress) tests.

6. Additionally, the school provides 32% of student’s families with tuition assistance and now
serves 65 zip codes in the greater Chicago area. The school offers 3 languages and 3 year-
round fine arts classes. Plus, students have access to 4 science labs. In addition to all this,
there are over 30 extracurricular activities and teams as well as 10 or more family events held
every year.
The Science and Arts Academy is committed to diversity and inclusion in order to build a
student community that is safe and welcoming for all. With 38% of the school’s population
being students of color, there is no room for exclusion and hate at our facility. The school
welcomes your inquiries and will be happy to provide whatever information may be needed
regarding its history and the curriculums offered. You are encouraged to contact the Science
and Arts Academy at 847-827-7880 for more details.

7. Helping the Gifted Learner to realize their Life’s Purpose
As students in gifted learner programs in Chicago, these individuals possess exceptional skills
and have the potential to be highly productive adults. Consequently, society may need their
skills for curing cancer, developing new methods for harnessing sustainable energy, or
educating our future generations. Ironically, recent studies show that these individuals tend to
identify future self-focused goals rather than improving society.
Parents and teachers have a tendency to praise the gifted student for cultivating their academic
skills and personal growth while neglecting to urge them to use their skills to contribute to
society. In other words, while we encourage the development of students in gifted learner
programs in Chicago, we often neglect to help them realize their life’s purpose while at the same
motivating them to make a difference in society.
Given the lower than expected levels of realizing one’s purpose, common sense tells us that we
need to encourage the gifted student to how they can better use their skills and contribute to
society. Here are 5 steps that parents and gifted learner teachers in Chicago can take to help
the student discover their life’s purpose:
Be the role model – it’s essential for gifted students to discover their life’s purpose. Yet their
parents rarely discuss what helps them to realize their own. By telling your child what gives
your life purpose it will help them start to reflect on their own lives.
Cultivate a mindset of gratitude – while it may seem counter-productive to fostering purpose,
cultivating a grateful mindset can be an effective strategy. You should ask everyone at the
dinner table to name three things they are grateful for each day.
Encourage your children to reach out to family members and friends – while your child
may not yet know what their life’s purpose is, the adults they come into contact with will. Have
them call someone or send them a letter and discuss this with the other person. It will help
them gain insight.
Focus on the child’s strengths and values – gifted children need to focus on those strengths
and values that are most important to them. If the child utilizes their strengths to effect
meaningful change, their purpose in life will become more apparent.

8. Look towards the future – instead of asking your gifted learner in Chicago about their day at
school, start up a conversation that focuses on the future. For instance, ask your child what
they see themselves doing by the time they are 30 or 40 years old.