Giftedness is the norm...a hidden special need

Giftedness
The Hidden Special Need
By Jim Accetta, M.A., C.P.C.C.
jim@trulyhumancoaching.com

What if…we all just thought about
things a little differently?

Genius is everywhere..
☺
https://www.youtube.com/watch?v=jx
8Q0lnvf8c
The Pursuit of Happyness
https://www.youtube.com/watch?v=N
7b0cLn-wHU
Good Will Hunting

Giftedness-
3 Things to keep in Mind
1. You will likely have at least one and
up to 4 children who are gifted in
every one of your classrooms…and
may not consider their gift a gift.
2. Children have many gifts aside
from math & reading. You will find
their gifts when you look past what
your told to look for and see the
child.
3. Honor every childs’ agenda!
Never do anything to dampen the
children's fire!
Due to the rubrics of the assignment
and the culture of power point I will
present more facts that your conscious
mind can possibly grasp. Facts about
giftedness, definitions, legal
precedents, the history of giftedness,
characteristics of giftedness, and of
course various recommendations of
how to best help those who are gifted
learn to their full potential.
What I want to convey…
What I want you to take away from
this talk tonight….
Are just 3 things
3 pieces to tuck away in the hope of
you helping your children to discover
their very precious gifts
And to help identify and serve this
often hidden and mis-identified
population:

Overview of presentation
• PL 108-446 (IDEA 2004)
identifies 13 categories of
disabilities.
• Autism, Deaf-blindness, Developmental delay,
Emotional Disturbance*, Hearing impairments
including deafness, Mental retardation, Multiple
Disabilities, Orthopedic impairments, Other health
impairments, Specific learning disabilities, Speech or
language impairments, Traumatic brain injury & Visual
Impairments including blindness (Gargiulo, 2112)
• Notice the absence of
Gifted or talented!
• (most states recognize gifted or talented as
a category and provide special education
although allocate no specific funding)
• Definition & description of
disability
• Causes and/or prevention
• Prevalence of disability
• Emotional Giftedness
• Twice-Exceptional
• Educational Ramifications-
Considerations, Teaching
Strategies
• Age/Grade related ramifications
• Quiz
45-60 minutes

State of Illinois Definition:
Gifted and Talented children
• "gifted and talented children" means children and
youth with outstanding talent who perform or
show the potential for performing at remarkably
high levels of accomplishment when compared
with other children and youth of their age,
experience, and environment. A child shall be
considered gifted and talented in any area (that
are tested for) of aptitude, and, specifically, in
language arts and mathematics, by scoring in the
top 5% locally in that area of aptitude. Public Act
094-0410(Italics, underline and insert () are mine)

Giftedness-2 + deviations from normal
☺

According to Sally Walker, Director of the Illinois
Association for Gifted Children:
• In 2003 the governor suggested and the
legislators agreed that there was no need for
gifted funding in IL. All designated gifted $$
(over $19 million) went into the general
funds.
– Superintendents loved it! They did not have
to spend $$ on gifted education and could
decide how and when they could spend this
money.
• The legislators then decided that there was
no need for gifted in the school code. All
wording relating to gifted was then
removed.
• New language was rewritten in 2005 and
legislation was passed in 2006 to get wording
for gifted back into the school code. In order
for this to pass it had to be "voluntary". It is
not an unfunded mandate. It amounts to
"suggestions" for gifted programming in IL.
– (email correspondencewith Sally Walker
dated 11/12/13)

Overview
• -Definitions of Giftedness
• Definitions will NOT include descriptions of
disability… as there is no “one” description.
• …so I will share 4 definitions with you ☺

Giftedness Defined
• “Gifted and talented children are those identified by professionally
qualified persons (that’s us too ☺) who by virtue of outstanding abilities
are capable of high performance. These are children who require
differentiated educational programs and/or services beyond those
normally provided by the regular school program in order to realize their
contribution to self and society. Children capable of high performance in
include those with demonstrated achievement and/or potential ability in
any of the following areas: (1) general intellectual ability, (2) specific
academic aptitude, (3) creative or productive thinking, (4) leadership
ability, (5) visual and performing arts, (6) psychomotor ability.” (Maryland,
1972 p. 10 as cited in Gargiulo 2012, p541)

What is Giftedness?
• “Gifted individuals are those who demonstrate
outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or
competence (documented performance or
achievement in top 10% or rarer) in one or more
domains. Domains include any structured area of
activity with its own symbol system (e.g.,
mathematics, music, language) and/or set of
sensorimotor skills (e.g., painting, dance,
sports).”
National Association for Gifted Children (NAGC, 2010)

Giftedness is…
• “Giftedness is asynchronous development in
which advanced cognitive abilities and
heightened intensity combine to create inner
experiences and awareness that are qualitatively
different from the norm. This asynchrony
increases with higher intellectual capacity. The
uniqueness of the gifted renders them
particularly vulnerable and requires modifications
in parenting, teaching and counseling in order for
them to develop optimally.”
(The Columbus Group, 1991)

Giftedness Characteristics
• Perfectionism, sensitivity and intensity are three
personality traits associated with giftedness. They
are derived from the complexity of the child's
cognitive and emotional development. According
to Dabrowski's theory, these traits—related to
overexcitabilities—are indicative of potential for
high moral values in adult life. The brighter the
child, the earlier and more profound is his or her
concern with moral issues. But this potential
usually does not develop in a vacuum. It requires
nurturing in a supportive environment.
As cited by Kane, 2013 Source: http://www.gifteddevelopment.com/What_is_Gifted/learned.htm

Giftedness is…
• “Giftedness is a greater awareness, a greater
sensitivity, and a greater ability to understand
and transform perceptions into intellectual
and emotional experiences.”(Roeper, 1982 as cited by Kane 2013)

Intensity
• Intensity of thought (continuous thought)
• Intensity of purpose (focus in interest area)
• Intensity of emotion (strong feelings-wide
range)
• Intensity of spirit (altruistic; helping others)
• Intensity of soul (questions for the ages; who
am I? why am I here?)
(Delisle, 2000 as cited by Kane, 2013)

Giftedness = MORE!!!!!!
• More Curious!
• More Intense!
• More Hungry!
• More Alert!
• More Sensitive!
• More Active!
• More, More, More!

Giftedness-A Hidden Population
• May often be ‘great students’ requiring little to
no teacher attention.
• Does average or above average in standardized
testing, other talents not tested for.
• Often ‘act out’ in the classroom due to boredom.
Can show up as a behavioral problem to be
managed or an emotional problem to be treated
rather than a child to be guided.

Gifted Characteristics
INTELLECTUAL CHARACTERISTICS
• Exceptional reasoning ability
• Capacity for reflection
• Intellectual curiosity
• Rapid learning rate
• Facility with abstraction
• Complex thought processes
• Vivid imagination
• Early moral concern
• Passion for learning
• Powers of concentration
• Analytical thinking
• Divergent thinking/creativity
• Keen sense of justice
PERSONALITY CHARACTERISTICS
• Insightfulness
• Need to understand
• Need for mental stimulation
• Perfectionism
• Need for precision/logic
• Excellent sense of humor
• Sensitivity/empathy
• Intensity
• Perseverance
• Acute self-awareness
• Nonconformity
• Questioning of rules/authority
• Tendency toward introversion
Source: Silverman, L. K. (1993). A developmental model for counseling the gifted. In L.K. Silverman (Ed.),
Counseling the Gifted and Talented (pp. 51-78). Denver, CO: Love Publishing Co.

Summary of Categories of
Giftedness and
Corresponding Student
Characteristics
• General Intellectual Ability
• Specific Academic Aptitude
• Creative or Productive
Thinking
• Leadership Ability
• Visual and Performing Arts
Ability
• Kinesthetic Ability
This and the next several slides are
adapted from:
(Gifted and Talented Students: A
Resource Guide for Teachers, Printed
by: New Nouveau Brunswick
Department of Education)

General Intellectual Ability
• Unusually advanced
vocabulary for age
• Large storehouse of
information about a variety of
topics
• Quick mastery and recall of
factual information
• Rapid insight into cause-effect
relationships
• Makes valid generalizations
about events, people, and
things
• Keen and alert observer
• Great deal of independent
reading
• Readily sees logical and
common sense answers

Specific Academic Aptitude
• Demonstrates
inordinate strengths in a
given area
• Able to grasp underlying
principles in the talent
area
• Persistent in talent area
and motivated internally
• Prefers to work
independently!
• Can relate to older
students in the talent
area

Creative or Productive Thinking
• Displays unusual curiosity
about many things
• Generates a large number of
ideas and/or solutions to
problems
• Uninhibited in expression of
opinion
• High risk taker
• Demonstrates intellectual
playfulness
• Displays a keen sense of
humor and perceives humor in
unlikely situations
• Sensitive to beauty
• Nonconforming
• Criticizes constructively

Leadership Ability
• Carries our responsibility well
• Demonstrates self-confidence
• Is well liked by classmates
• Expresses ideas well
• Adapts readily to new situations
• Enjoys being around other people
• Tends to dominate others
• Participates in most social
activities at school
• May excel in athletic abilities

Visual and Performing Arts
Ability
• Visual
• Enjoys art activities
• Displays interest in other students art work
• Elaborates on ideas from other people
• Tries a variety of media
• Is critical of own work
• Performing Arts-Music
• Sustains interest in music
• Readily remembers melodies
• Displays keen awareness and identification of a variety
of sounds heard at a given moment
• Perceives fine discriminations in musical tone
• Plays a musical instrument
• Performing Arts-Drama
• Volunteers to participate in classroom skits and plays
• Tells stories or renders accounts of experiences
• Uses appropriate gestures and formal expressions to
communicate feelings and thoughts
• Handles body with ease and poise
• Holds the attention of the group when speaking
• Creates original plays or plays from stories
Where in school… in the
classroom, lunchroom,
hallway, recess, gym class…
Where will these talents
show up most?

Kinesthetic Ability
• Demonstrates good control of
body movements
• Has excellent eye-hand
coordination
• Manipulates objects and
puzzles with ease
• Able, with ease, to complete
complex mazes and word
searches
• Learns new gross motor
activities readily
• Has good sense of rhythm

Prevalence
How do you estimate a population
who is not assessed for?

Current Estimates on Prevalence
Prevalence of what has been measured (as cited in Gargiulo, 2012)
• “Educators believe…” (If you are educators, what do
you believe?)
• (Clark, 2008 cited in Gargiulo p. 552)3-5%
• “The National Association for Gifted Children (2010)
believes that approximately 3 million children are gifted
and talented.”6%
• Renzulli and Reis (2003) estimate that current testing
does not reveal gifts and talents across several areas. If
these estimates are true, up to 7.5 million or more
children may be considered “gifted”.
10-15%

When we look at any 1 or 3 parts of
anything…we forego the whole picture

Some folks have a very narrow focus
and thus see only particular things

Will you find the child with giftedness in your classroom?
It is statistically probable that you will have 1-4 children who are gifted are in every classroom
• In a classroom of 30 students .9-1.5 of your students will be gifted
• In a classroom of 20 students .6-1 students will be gifted
• *That’s means there is a strong probability that you will have at least
1 child who is gifted in each and every classroom you have.
3-5%
• In a classroom of 30 students 1.8 students will be gifted
• In a classroom of 20 students 1.2 students will be gifted
• **That means odds are you will have at least 1 children with
giftedness in every one of your classrooms
6%
• In a classroom of 30 students 3 – 4.5 of your students will be gifted
• In a classroom of 20 students 2-3.5 students will be gifted
• ***THAT means you are likely to have 2-4 children who are gifted in
every one of your classrooms!
10-15%

Causes and/or prevention
Cause: Healthy Birth (nature) +
environmental opportunities
Prevention: Birth Control? In utero
abuse (drugs, diet, etc…)
In some ways giftedness is already
being prevented through:
• Ignorance of it’s existence
• It’s hidden nature
• Insistence on testing and teaching
toward the average from a deficit
model
• Mis-diagnosed as behavior,
emotional or learning disorders
• Assimilation valued over
evolutionary development

Disruptive children have drives too,
and may often be gifted
As a child Bruce Lee was often in trouble
for roughhousing and fighting in school
He went on to study Wing Tsun Kung Fu, and
develop his own style known as “Jeet Kune Do.”

Some children may not do well with the
curriculum or methods of instruction
…some specialists sought to place Einstein among those afflicted
with autism, or Asperger’s Syndrome.
http://www.albert-einstein.org/article_handicap.html 11/17/13 Others honor his insanity

Some History of Giftedness
• During the 20th century the public equated giftedness with high
intelligence (Marland, 1972 cited in Gargiulo 2112 p. 541)
• The first national report on gifted education- The Marland Report- (1972)
specified 6 categories of giftedness: 1) general intellectual ability, 2)
specific academic aptitude, 3) creative or productive thinking, 4)
leadership ability, 5) visual and performing arts, and 6) psychomotor
activity
• The second report on gifted education: National Excellence: A Case for
Developing America’s Talent defined gifted as talent: “Children and youth
with outstanding talent perform or show the potential for performing at
remarkably high levels of accomplishment when compared to others of
their age, experience or environment.” (Ross, 1993 cited in Gargiulo 2112
p. 541)

Joseph Renzulli
The Three-Ring Concept of Giftedness

Renzulli’s Concepts in detail

Jane Piirto’s Giftedness Contruct

Jane Piirto, Ph.D. Pyramid
of Talent Development &
Giftedness Construct
“…those individuals who, by way
of learning characteristics such as
superior memory, observational
powers, curiosity, creativity, and
the ability to learn school related
subject matters rapidly and
accurately with a minimum of
drill and repetition, have a right to
an education that is differentiated
according to these characteristics
because all children have a right
to be educated according to their
needs.” (Piirto 2007, cited in
Gariolio 2112 p. 541)

The necessities for a child
to realize their talent
potential are in 3 areas:
1. Personality attributes-some or
many are already ‘present’ similar
to temperament:
Aggressiveness, androgyny, curiosity,
self-discipline, flexibility,
imagination, the presence of
overexcitabilities, persistence,
perfectionism, resilience, risk-taking,
self-efficacy, stubbornness, passion
for work in a domain, intuition,
perceptiveness, volition and insight.
2. Minimal general ability-
This mortar must be present
and distinguishes ‘giftedness.
1. General agreement is 120 range:
1. Simonton- 120
2. Feynman- 125
3. Renzulli-115
3. Specific talent in a domain- music,
athletics, language, intuition,
interpersonal, art, etc.. Led
interests and drives of the child.

Environmental suns
influence the person:
Piirto’s systemic view
1. Home & Family
2. Community & Culture
3. Gender
4. Genes / heredity
5. Chance (?)
1. Geography, era. Some say we
choose this as spiritual beings,
others say chance, you say?
6. School

Just past ½ way through, any questions????
Just a few more slides of giftedness characteristics; then some
information on twice-exceptional children finishing with implications for
classrooms and working with gifted students.

Thank You Dr. Kane!
Living with Intensity:
The Social and Emotional Aspects of
Parenting Gifted Children
Presentation for Chicago Gifted Community Center October 28, 2013
Michele Kane, Ed.D. Associate Professor
Northeastern Illinois University Chicago, IL
M-Kane1@neiu.edu
773.442.5594

Emotional Giftedness Characteristics
• Keen awareness of the interconnectedness of the
natural world
• Joy of creativity
• Strong sense of justice
• Deep empathy for others
• Belief in one’s responsibility to improve Self and
others
• Belief in one’s abilities
(Navan, 2009, as cited by Kane 2013)

Emotional Giftedness Emotional OE
and Giftedness
• Emotional giftedness (Roeper, 1982)
• Deep interpersonal relationships
• Heightened awareness of the feelings of others
• Heightened awareness to the emotional tone of
surroundings
• Confusion surrounding the lack of perceived concern of
others
• Feeling compelled to act on empathy, concern for others,
environment
• Possible somatic expressions (incongruity with
words/actions of others; lack of vocabulary to explain
feelings)
(Daniels & Meckstroth, 2009 as cited by Kane 2013)

Enneagram Type 2
Type Two—Healthy Levels
Level 1 (At Their Best): Become deeply
unselfish, humble, and altruistic: giving
unconditional love to self and others.
Feel it is a privilege to be in the lives of
others.
Level 2: Empathetic, compassionate,
feeling for others. Caring and
concerned about their needs.
Thoughtful, warm-hearted, forgiving
and sincere.
Level 3: Encouraging and appreciative,
able to see the good in others. Service
is important, but takes care of self too:
they are nurturing, generous, and
giving—a truly loving person.

Specific Techniques
For working with children who are emotionally gifted
• Thank you again Dr. Kane

Top Ten Affective Strategies for Parents
and Teachers
• Respect the child’s inner agenda
• Use conflict resolution and decision-making as occasions for growth
• Use praise sparingly; encouragement fosters achievement
• Learn more about temperament and effect on classroom dynamics
• Provide opportunities for struggle, even failure (build resilience)
• Allow the feelings (you can never be “overly sensitive”)
• Teach child self-soothing techniques (meditation, visualization, deep
breathing)
• Teach the difference between excellence and perfectionism
• Provide opportunities for passions to flourish
• Develop service learning projects at the earliest ages
(Kane, 2008)

Strategies to Help Gifted Kids with
Stress
Self-imposed:
• Teach creative problem solving strategies and apply to personal situation
• Hold class meetings regularly so students are able to learn from peers
• Model creative, risk-taking behaviors; encourage “courageous
conversations” so kids can speak their truth and others can witness
• Probe personal beliefs and concerns; help students identify
issues/stressors
• Share resources for meditation and visualization; explain the effect on the
body
• Explain the biology of stress; determine which how the body sends signals
• Encourage deep breathing and exercise to minimize personal stress
• Supply biographies of notables that were able to resolve personal
situations
• Promote experiences in nature as a way to self-soothe
(Kane 2007)

Stress
Situational:
• Explore topics, where appropriate, in existing curriculum (e.g., what do
you think about the destruction of the rain forests?)
• Use inventories to assess what kids know and what they need to know
about situations
• Provide specific techniques for conflict resolution and appropriate
assertiveness
• Use paper and pencil activities to help visualize the priorities of personal
values
• Use journals to help kids sort out their feelings, fears, joys and frustrations
• Help students set goals by week, unit or semester – evaluate both the
goals and goal-setting process.; modify goals with the students when their
goals aren't achieved
• Elicit techniques from students on how to use time more efficiently
• Implement PBL as an instructional tool to address issues
(Kane, 2007)

Stress
Existential:
• Provide opportunities for students to learn more about world events
and the process of change
• Explore service learning projects so there are outlets for caring
• Teach kids how to search for careers that address deep concerns
• Bring gifted students together to develop relationships with older,
younger, or online peers
• Use bibliotherapy and cinematherapy to provide an “arms-length”
approach for delving into topics
• Connect kids to mentors who share similar concerns and passions
(Kane, 2007)

Mindfulness Training
• Deep breathing**
• Meditation**
• Visualization**
• Guided Imagery**
• Tai-chi, yoga*
• Singing, chanting
• Journaling**
• Calligraphy

Mindfulness Meditation
Connecting these children to their
bodies and emotions helps them to
have the self control needed in a world
that moves slower than they do.
Mindfulness activities occupy their
time & energy
(Grand Master Tsai, personal
conversation, school story, 2013)

Twice Exceptional Learners
• “Twice-exceptional learners have the characteristics
of gifted students and students with disabilities. They
have the potential for exceptional performance in one
or more areas of expression, which includes general
areas such as creativity and leadership, or specific
areas such as math, science, and music. These
students have an accompanying disability in one ore
more of categories defined by IDEA.”
(Trail, p. 12. 2011)

Twice Exceptional
strengths and challenges
(from Trail, Beverly A. Ph.D, 2011, p. 3)
Strengths
• Superior vocabulary
• Highly creative
• Resourceful
• Curious
• Imaginative
• Questioning
• Problem-solving ability
• Sophisticated sense of humor
• Wide range of interests
• Advanced ideas and opinions
• Special talent or consuming interest
Challenges
• Easily frustrated
• Stubborn
• Manipulative
• Opinionated
• Argumentative
• Sensitive to criticism
• Inconsistent academic performance
• Difficulty with written expression
• Lack of organization and study skills
• Difficulty with social interactions

Characteristics of
Twice-Exceptional Learners
• Cognitive
• Academic
• Interpersonal
• Intrapersonal
I will NOT read these to you!
They will be provided for you to read ☺

Characteristics of Twice-
Exceptional Learners
(Adapted from Nielsen, 1993 by Trail 2011. p. 5)
Cognitive
• Discrepancy among standardized test scores
• Superior verbal and communication skills
• Visual learner with strong perceptual reasoning skills
• High level of reasoning and problem-solving
abilities
• Conceptual thinker who comprehends “big picture”
• Unable to think in a linear fashion (cause-effect)
• Auditory processing deficits and difficulty
following verbal instructions**
• Slow processing speed and/or problems with fluency
and automaticity
• Executive functioning deficits in planning,
prioritizing, and organizing
• Highly creative, curious and imaginative
• High energy level
• Distractible, unable to sustain attention, or
problems with short-term memory
• Sensory integration issues (then synesthesia, V-K,
Empath, etc…)
Academic
• Demonstrates inconsistent or uneven academic skills
• Advanced ideas and opinions
• Wide range of interests
• Advanced vocabulary
• Penetrating insights
• Specific talent or consuming interest
• Hates drill and practice assignments (1or 2x
learners, would rather dig in than sit and listen)
• Difficulty expressing feelings or explaining idea’s or
concepts (lacking languaging and models?)
• Work can be extremely messy
• Poor penmanship and problems completing paper-
and-pencil assignments
• Avoids school tasks, and frequently fails to complete
assignments
• Appears apathetic, is unmotivated, and lacks
academic initiative (because they are and do!)

Characteristics of
Twice-Exceptional Learners (2)
Interpersonal
• Difficulty relating to peers, poor social skills,
and/or antisocial behavior
• Capable of setting up situations to own
advantage
• Isolated from peers and does not participate
in school activities**
• Target of peer bullying
• Cannot read social cues
• Lacks self-advocacy skills
• Disruptive or clowning around (bored!)
Intrapersonal
• Highly sensitive to criticism
• Perfectionist who is afraid to risk making a
mistake
• Denies problems and/or blames others for
mistakes and problems
• Believes success is due to ability or luck
• Behaves impulsively
• Self-critical, has low self-esteem and self-
efficacy
• High levels of anxiety and/or depression (deep
thinkers/feelers)
• Easily frustrated, gives up quickly on tasks
(knows likes-strengths/dislikes-weaknesses?)

Peer Relationships
• Difference-(top 5% means 95% of the people
are different than you!)
– Often do not ‘fit in’ well with peers
– May be shy and withdrawn or over-active and
excitable, is most often ‘outside’ the norm
– Not interested in same things peers are
– Ideal to fit with ‘like-minded’ peers for better fit in
intellect, passion, learning and behavior/s.
– Twice-exceptional may have twice the peer
relationship challenges!

Things not adding up?
• If you’re in a situation with a child and you
that doesn’t make sense…
• … or that leaves you with a sense of
frustration…
• …or just leaves you wondering what to do…
• Then you may have encountered a
child who is gifted

Educational Ramifications
• Identification requires deep systemic
changes in what matters in education:
– Requires alternate broad-based talents
testing
– Funding for testing & subsequent
programming
– Educational considerations starting in early
childhood through high school.
– Specialized differentiated programming and
schools
– College considerations?
– (UIC has no special considerations or
services for those who are gifted) Visit to UIC office for
Disability 11/20/13)
• It is up to us professionals to identify
children’s gifts AND children who are gifted
by looking for the positive ☺.
• 1-4 or more of your students in every
classroom will be gifted, will you find them?
Impacts of “Disability” on learning
Teaching Strategies & Techniques
1. Assessments-
2. Early Childhood
3. Elementary
4. Middle School
5. High School
6. Transition
7. Gifted Adults… it doesn’t go away

#1. Who are
they here to be?
• Consider the child!
• The largest thing we can
do is look at the strengths,
gifts, talents and natural
preferences, choices and
desires of the child…
• Offer and learning-
conducive environment
then *Follow the
child…they will lead their
reciprocal learning ☺.
Start with observing the child and
providing opportunities, then
assessing the child; their unique
learning styles, preferences, gifts of
unique intelligence and their passions.
I recommend the first 4 Educational
Adaptations for all children. The last 2
larger categories of educational
adaptations are specific for children
who are gifted.

#2- Provide Instruction
based on strengths
• Positive Psychology?
• Appreciative Inquiry?
• American Indian?
• Ecological Systemic?
• Starting from higher
understanding and basic
presuppositions of the
children we are teaching
☺.
Teach to the strength, the preference
and higher intelligences. No more
torturing children with teaching topics
that go ‘against’ their grain. (Gina and
Chris story)
AKIN to Appreciative Inquiry (business
communication model)

What if our talents were nurtured
from birth?
Joseph Renzulli
• “Accountability for the truly
educated mind should first
and foremost attend to the
students list of abilities.”
(Renzulli, 2003 p.1)
Jane Piirto, Ph.D.
• …certain aspects of
personality are already
present or must be
cultivated. (Reynolds,
Christopher F. and Piirto,
Jan 2005)

Renzulli:
“the conspiracy”
• Approaching education
form a deficit model
ignores gifts and talents
• It squeezes subjects other
than math and reading out
of the curriculum
• Part of a system that has
forgotten important
outcomes of education:
thinking, reasoning,
creativity and problem
solving skills
*Students who have not achieved are
subjected to endless amounts of
repetitious practice material guided by
the didactic model.
*The drill and kill approach “…has
turned many of our schools into
joyless places that promote mind
numbing boredom, lack of genuine
student and teacher engagement,
absenteeism, increases drop out rates,
and other byproducts of an over-
dependence on mechanized learning.”
(Renzulli, 2003 p. 4)
The key role is engagement!
(BTW: I SO agree!!!)

If we focus solely or primarily
on ‘reading and math’, what
are we missing?
• Plan a task and consider alternatives
• Monitor one’s understanding and need for additional
information
• Identify patterns, relationships, and discrepancies in
information
• Generate reasonable arguments, explanations, hypotheses,
and ideas using appropriate information sources,
vocabulary, and concepts
• Draw comparisons and analogies to other problems
• Formulate meaningful questions
• Apply and transform factual information into usable
knowledge
• Rapidly and efficiently access just-in-time information and
selectively extract meaning from that information.
• Extend one’s thinking beyond the information given
• Detect bias, make comparisons, draw conclusions, and
predict outcomes
• Apportion time, schedules, and resources
• Apply knowledge and problem solving strategies to real
world problems
• Work effectively with others
• Communicate effectively in different genres, languages and
formats
• Derive enjoyment from active engagement in the act of
learning
• Creatively solve problems and produce new ideas. (Temple
Grandin man in house scenario)
“Accountability
for the truly
educated mind in
today’s
knowledge-driven
economy should
first and foremost
attend to
students ability
to:”
(Renzulli, 2003 p. 5)

Who are you here to be?
• We are all cells in this great life. Like brain
cells, liver cells, skin cells, we each have our
own function and we can only “be” the cell we
have come here to be. (Reagan, H.D. 1980)
• We are born into this life with certain gifts we
can offer to our community. It is the
reciprocity of community that helps us evolve
into our best being. (Lovern, 2008)

What Matters?
If we have the perspective that
children are ‘smart’ based on math
and reading scores, we ignore the
reason why we are really here.
Some American Indian cultures and
metaphysical teachers (Lazaris)
believe we are spiritual beings; that
we join as spirit and soul and choose
physical form in this particular
space/time dimension. We choose the
era, the culture and even choose are
parents.
Why? To evolve, to learn particular life
lessons that can only be learned in
physical form, to evolve and become
the best selves we can be.
If so-should we not honor each and
every of our gifts of who we are?

#3- Assess for 9
Intelligences
• We currently test for math
and reading, then science
and writing.
• This exclusive testing focus
ignores 7 of Gardner’s 9
Identified Intelligences.
• Of the two tested: verbal-
linguistic and Logical-
mathematical, both are
poorly tested restricted
primarily to “math” and
“reading”
1. Verbal-linguistic
2. Logical-Mathematical
3. Spatial-visual
4. Bodily-kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalist
9. Existential

Howard Gardner’s Multiple
Intelligences

• Specific Academic Area
Jot-Down
• The Pfeiffer-Jarosewich
Gifted Rating Scales
• Torrance Tests of Creative
Thinking: Figural (Mindes,
Gayle 2011)
• Off-Level Testing (testing
above age/grade levels)
• Developing and Assessing
Talent (DAP) Tool
• Family Questionnaires
– Assessing family
concerns and priorities
• Early Screening-
cognitive, motor,
communication, social,
play and adaptive
behavior skills.
• Any unusual behaviors
in the classroom will be
an indicator
Limited Assessments Available

#4- Incorporate use of
Learning Styles in all
Instruction
Didactic instruction is GREAT if you are
a verbal learner..
But what if you learn: visually?
Kinesthetically? Socially or alone?
Just like in years past: children in
school who naturally used their left
hand to write where reprimanded and
required to use their right hand…
We as educators insist our children
(and our adults in this program!) learn
via didactic instruction and in groups.

#5 Instructional Strategies
• Inclusive Strategies (7)
1. Curriculum Compacting
Identify each students knowledge of content, assign levels of depth
to clusters of children depending on their level of learning
Higher-Level Thinking and Problem Solving
2. Flexible Grouping
Grouping students in groups and classes according to interest,
needs and abilities regardless of age; a one room school room is a
well-known example.
3. Cluster Grouping
Placing 5 or more students with similar needs and abilities with one
teacher. Suggested (by me) as a creativity space (see creativity
below)
4. Tiered Assignments
Variations of the same lesson ore offered to children depending on
their levels of ability
5. Problem-Based Learning
Application of critical thinking skills, problem solving skills and
learning associated with real world problems.
6. Pacing Instruction
Accelerating the pace of instruction or material for specific students
to learn at more challenging levels.
7. Creativity
Fostering risk-free opportunities to develop creativity with other
gifted students and an adult mentor/teacher. Suggest clustering
with such a teacher/mentor.
Curriculum Compacting
Higher-Level Thinking and
Problem Solving
Flexible Grouping
Cluster Grouping
Tiered Assignments
Problem-Based Learning
Pacing Instruction
Creativity

NO Inclusion! Differentiation and Specialization!
Would you want to spend years of your life in a classroom designed for
those with a 65 IQ? How about a 75IQ? Would you be bored out of your
head? How might your thinking and concepts about ‘Reality” differed?

#6 Alternative Programming
– Mentors, Contracts,
Independent Study
– Team Teaching, Cross Grade
Classes
– Magnet Classes, Honors
Classes, Core Curriculum
Classes, Advanced Placement
– Special Schools
– Governor’s Schools, Magnet
Schools, Home Schooling
– Discipline-focused Schools
– Radical Acceleration
– (residential, psychiatric)
Often it is important,
especially for peer
relationships and like-
minded contacts to ‘refer
out’.
This will be at the very
least to the school or
district specialist, more
than likely to alternate
public and / or private
resources outside of the
school.

Local Resources for you!
The Chicago Gifted Community Center
is a volunteer-based nonprofit
organization created by parents of
gifted children living throughout the
Chicago metropolitan area. We found
that while a patchwork of meet-up
groups, school related organizations
and parent groups existed, there was
no unifying organization whose sole
purpose was to serve directly the
needs of local gifted families and to
link them all together in a community.

Illinois Association for Gifted Children
Upcoming Events
• Tue Dec 03 @ 6:30PM -08:00PM
Seminar: It Takes More than Cheering from the Sidelines: Supporting Gifted Students in Competitions
• Mon Dec 09
Raising Student Achievement Conference: "Moving All Children Forward"
• Mon Dec 09 @ 7:00PM -09:00PM
CGCC Parenting Gifted Seminar: Gifted & Executive Function
• Sat Jan 11 @10:00AM -12:00PM
IAGC Committee meetings
• Latest News
• IAGC Convention offers Silent Auction
• Rethinking Structure in the Gifted Classroom
• January 25, 2014, Center for Talent Development Educator's Conference flyer and website
• Handouts from Wisconsin Association for Talented and Gifted 2013 Conference

I Teach Mindfulness
Meditation ☺
(Specific to the emotionally &
intra-personally gifted)
*Mindfulness meditation for teachers,
administrators and parents.
*Mindfulness leader training
*Classroom and Districtwide programs
available ☺
*Personalized Meditations, Guided
Imagery and Journaling Exercises
Providing coaching, guidance and
education for over 30 years…
jim@trulyhumancoaching.com

Mindfulness-Based Skills Training 2.0
Mindfulness-Based Skills Training 2.0:
Training Your Mind, Changing Your Brain, Transforming Your Life
• This 6-week program will offer 12 hours of training. It will be held in Evanston & limited to 12
participants. Starting Jan 26, it will be held for 6 Sunday afternoons (2:30 PM - 4:30 PM). It will cost:
$250 (early registration), $295 (late registration). To accommodate scheduling & learning styles, it
will be offered in one of three scheduling formats:
• • Six sessions in 6 weeks: (Jan 26, Feb 02, 09, 16, 23, Mar 02)
• • Six sessions in 7 weeks: (Jan 26, Feb 02, 09, 23, Mar 02, 09)
• • Six sessions in 8 weeks: (Jan 26, Feb 02, 16, 23, Mar 09, 16)
• If you think you would be interested in this program, please let me know which scheduling format
you would prefer by Saturday, Nov 30 @ 11:30 AM. I will let you know the final details the next
week.
• Michael J. Banks. If you have any questions about the seminar, call (773) 262-2794 or email
(MJBndunltd@aol.com).

References 1
Dabrowski, K. (1967). The theory of positive disintegration. Mensa Research Journal.
327. New York: Brooklyn.
Delisle, J., & Galbraith, J. (1987). The gifted kids’ survival guide II. Minneapolis, MN:Free Spirit.
Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. (1999) Basic Books
Gargiulo, R. Special Education in Contemporary Society: An Introduction to Exceptionality (2012). 4th Media Edition
Kane, Michele Ed.D. “Living with Intensity: The Social and Emotional Aspects of Parenting a Gifted Child, Professional Lecture:
Presentation for Chicago Gifted Community Center, 10/28/13
Gifted Education Program Handbook: Orange County Public School, BOE Orange Co. Florida, 2010. Retrieved from:
https://teacher.ocps.net/marta.heistand/media/giftedhandbook200910.pdf
Gifted and Talented Students: A Resource Guide for Teachers. New Nouveau Brunswick Department of Education, Educational
Services Division (Anglophone) Revised 2007. Retrieved from:
http://www.gnb.ca/0000/publications/ss/gifted%20and%20talented%20students%20a%20resource%20guide%20for%20teachers.p
df
Lovern, Lavonna, “Native American Worldview and the Discourse on Disability.” Essays In Philosophy, Volume 9, Issue 1, Article
14. Philosophy of Disability. 1-1-2008, Pacific University Library
National Association for Gifted Children (NAGC, 2010)
Mindes, Gayle. (2011) Assessing Young Children, 4th Ed., Pearson Education Inc.

References 2
Piirto, Jane Ph.D. (1988) The Myers-Briggs Type Indicator and talented adolescents: Feeling Boys and Thinking Girls: Talented Adolescents
and Their Teachers. CAPT Conference, Orlando Florida. Retrieved from http://personal.ashland.edu/jpirrto/htm
Piirto, Jane Ph.D. (1995) Deeper, Wider, Broader: The Pyramid of Talent Development in a Giftedness Construct. Educational Forum, 59, (4),
363-371
Reagan, Harley SwiftDeer. Shamanic Wheels and Keys-Volume 1: The Teachings of the Twisted Hairs Elders of Turtle Island (1980)
Renzulli, Joseph S. The Achievement Gap, the Education Conspiracy Against Low Income Children, and How This Conspiracy Has Dragged
Down the Achievement of All Students. University of Connecticut, 2003
Reynolds, Christopher F. and Piirto, Jan. Depth Psychology and Giftedness: Bringing Soul to the Field of Talent Development and Giftedness.
Roeper Review, Spring 2005, (27). 3. 164-171.
Roeper, A. (2007). The “I” of the beholder: A guided journey to the essence of the child. Scottsdale, AZ: Great Potential Press.
Silverman, L. K. (1993). A developmental model for counseling the gifted. In L.K. Silverman (Ed.), Counseling the Gifted and Talented (pp.
51-78). Denver, CO: Love Publishing Co.
Silverman, L.K. (2003). Gifted children with learning disabilities. In N. Colangelo & G.A.
Davis (Eds.), Handbook of gifted education (3rd ed., pp. 533-543). Boston: Allyn & Bacon.
Trail, Beverly A. Twice-Exceptional Gifted Children: Understanding, Teaching and Counseling Gifted Students. (2011) Prufrock Press, Inc.
Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Press
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom (2nd ed.). Minneapolis, MN: Free Spirit Press

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