(c) Cengage

1. ©2017 Cengage Learning. All Rights Reserved.
Chapter Fifteen
GIFTED, CREATIVE, AND TALENTED

2. LEARNING OBJECTIVES
(slide 1 of 2)
15-1 Describe how the lives of people who
are gifted, creative, and talented have
changed since the advent of IDEA.
15-2 Explain the various definitions and
classification of gifted, creative, and
talented.
15-3 Describe the characteristics and
prevalence of children and youth with
gifted, creative, and talented.
©2017 Cengage Learning. All Rights Reserved.

3. LEARNING OBJECTIVES
(slide 2 of 2)
15-4 List the causes and risk factors
associated with gifts and talents.
15-5 Describe the assessment procedures
used to identify gifts and talents in
children and youth.
15-6 Describe the different interventions for
children and youth with gifts and talents
from early childhood through
adulthood.
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4. 15-1 A CHANGING ERA IN THE
LIVES…
• Gifted, creative, and talented describe
individuals who have extraordinary abilities
in one or more areas of performance.
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5. 15-1a HISTORICAL DEVELOPMENTS
(slide 1 of 2)
• Intelligence quotients and creative
measures are recent phenomena.
– Binet and Simon
• Mental age
– Terman
• Stanford-Binet Intelligence Scale
– Guilford
• Multidimensional theory of intelligence
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6. 15-1a HISTORICAL DEVELOPMENTS
(slide 2 of 2)
• There is no federal mandate in the United
States requiring educational services for
students identified as gifted, as in the case
with other exceptionalities.
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7. New Perspectives in Gifted Education
Figure 15.2
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8. 15-2 DEFINITIONS AND
CLASSIFICATIONS
• Students, children, or youth who give
evidence of high achievement capability in
areas such as intellectual, creative,
artistic, leadership capacity, or in specific
academic fields, and who need services
and activities not ordinarily provided by the
school in order to fully develop those
capabilities. (NAGC, 2012)
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9. Catalysts for the Development of Gifts and Talents
Figure 15.3
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10. 15-2 DEFINITIONS AND
CLASSIFICATIONS
• Moved away from the unitary measures of
IQ to multiple measures of creativity,
problem solving, talent, and intelligence.
• Definitions of giftedness are often a
function of educational, societal, and
political priorities at a particular place and
time.
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11. 15-3 CHARACTERISTICS AND
PREVALENCE (slide 1 of 2)
• 2–5% of students in the school population
may be identified, increasing to 10–25% in
talented programs.
• Estimates of giftedness are influenced by
regulations from state to state and the
types of programs offered.
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12. 15-3 CHARACTERISTICS AND
PREVALENCE (slide 2 of 2)
• Characteristics of gifted students
– Developmentally advanced in language and
thought
– Generally well adjusted and socially adept
• Creative students share a number of
personality attributes:
– High energy and motivation to succeed
– Zest for problem solving
– Proclivity for risk taking
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13. 15-4 CAUSES
• Heredity and environment contributions
• Star Model: The dynamic and static
interaction of:
– Nonintellective requisites
– Innate abilities
– Chance
– Special aptitude
– Environmental influences
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14. The Star Model: Psychosocial Factors Associated with
Gifted Achievements
Figure 15.4
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15. 15-5 IDENTIFICATION AND
ASSESSMENT
• Teacher nomination
• Intelligence and achievement tests
– Require careful selection
– Awareness of ceiling effects
– Use of off-level achievement testing
• Creativity tests
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16. 15-6a EARLY CHILDHOOD
EDUCATION
• High cognitive ability (HCA) can be
identified early
• Early, concentrated language-centered
involvement
• Often learn to read early (before
kindergarten)
• Preschool programs and creativity
programs
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17. 15-6b ELEMENTARY EDUCATION
• Differentiated education
• Instructional approaches
• Service delivery systems
• Acceleration
• Enrichment
• Special programs and schools
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18. 15-6c ADOLESCENT EDUCATION
AND TRANSITION TO ADULTHOOD
• Multipotentiality may make choices difficult
for some
• Differentiated learning experiences
• Career education and guidance
• Mentoring
• Career choices and challenges
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19. 15-6d PROBLEMS AND
CHALLENGES
• Expectations
– Parents, teachers, and others
• Social-emotional needs
– Differ from same-age peers
• Role models
– Adults, professionals
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20. 15-6e HISTORICALLY
NEGLECTED GROUPS
• Females
• People with disabilities
– Twice-exceptional
• Children and youths from diverse cultural,
linguistic, ethnic, and economic
backgrounds
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21. LOOKING TOWARD A BRIGHT
FUTURE
• Concerted efforts in identifying all gifted
children and youth, particularly those from
historically neglected groups
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22. CASE STUDY: DON-WOOK SHIN
• Background
• Needs
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