Human Exceptionality Chapter 15

Chapter Fifteen
EXCEPTIONAL GIFTS AND TALENTS

©2011 Cengage Learning.
All Rights Reserved.

CHAPTER FOCUS POINTS

FOCUS 1
Briefly describe several historical developments directly
related to the measurement of various types of giftedness.

FOCUS 2
Identify four major components of definitions that have been
developed to describe giftedness.

FOCUS 3
Identify four problems inherent in accurately describing the
characteristics of individuals who are gifted.



FOCUS 4
Identify three factors that appear to contribute significantly
to the emergence of various forms of giftedness.

FOCUS 5
Indicate the range of assessment devices used to identify the
various types of giftedness.

FOCUS 6
Identify seven strategies that are utilized to foster the
development of children and adolescents who are gifted.



FOCUS 7
What are some of the social-emotional needs of students who
are gifted?

FOCUS 8
Identify four challenges that females face in dealing with their
giftedness.

FOCUS 9
Identify eight important elements of programs for gifted
children who come from diverse backgrounds and who may
live in poverty.


CASE STUDY: TALMAGE

 Early proclivity toward academic pursuits
 Early use of advanced vocabulary
 Academic achievement related to identity
 Excelled in volleyball and basketball
 Medical School
 Tenured professor of medicine
 Civically engaged in local, national and international
community


CASE STUDY: EVAN

 2000 Winner of the National Association for Gifted
Children when 9 years old
 Academic achievement in science, astronomy, and
mathematics
 Fascination with fields of cosmology, physics, and
particle physics
 Life goals include becoming a physicist or a
cosmologist
 Life dream to unlock the theory of the universe


INTRODUCTION

 Gifted, creative, and talented describe individuals
who have extraordinary abilities in one or more areas
of performance
 Elaboration

 Transformation

 Visualization


HISTORICAL BACKGROUND

 Several historical developments are related to
giftedness:
 Binet and Simon

 Terman
 Stanford-Binet Intelligence Scale

 Guilford
 Multidimensional theory of intelligence


HISTORICAL BACKGROUND

 The term talented has been added to the descriptors
associated with giftedness.
 Talent development versus gifted education

 There is no federal mandate in the United States
requiring educational services for students identified
as gifted.


DEFINITIONS & CONCEPTS

 Definitions of giftedness influence the following:
 number of students selected
 types of instruments and selection procedures used

 scores an individual must obtain to qualify for specialized
instruction
 types of education provided

 amount of funding to provide services

 types of training required to teach students who are gifted
and talented



 There is still no universally accepted definition of
giftedness.
 Ross (1993)
 The Elementary and Secondary Education Act (PL
107-110)
 Sternberg (1997)

 Gagne (1999)

 Ramos-Ford & Gardner (1991)

 Piirto (1999)



 All the definitions have moved away from the
unitary measures of IQ to multiple measures of
creativity, problem solving, talent and intelligence.
 Critics argue definitions are elitist.

 Definitions of giftedness are often a function of
educational, societal, and political priorities at a
particular place and time.


PREVALENCE

 Estimates of giftedness vary tremendously.

 3 percent to 25 percent of students in the school
population may be identified.

 Estimates of giftedness are influenced by regulations
governing the types of programs.


CHARACTERISTICS

 Gifted students are developmentally advanced in
language and thought.
 Generally, gifted students are well adjusted and
socially adept.
 Students share a number of personality attributes:
 High energy and motivation to succeed
 Zest for problem solving

 Proclivity for risk taking


ORIGINS OF GIFTEDNESS

 Heredity or genetic endowment or environmental
stimulation (Nature v Nurture)

 Tannenbaum’s (2003) Star Model - The dynamic
and static interaction of:
 Non-intellective requisites
 Innate abilities

 Chance

 Special aptitude

 Environmental influences


ASSESSMENT

Current recommendations include:
 adopt clear and broad conception of giftedness
 avoid using a single cut-off score
 use multiple alternative criteria
 use sequence instruments and reliable and valid
tests

SOURCE: Adapted from “Identifying Gifted and Talented Students” in Davis & Rimm, 2004,
p. 81.


ASSESSMENT

 Use authentic assessment.
 Be aware that giftedness may appear differently in
cultural or socioeconomic groups.
 Repeat assessments over time.
 Use identification data to enhance understanding of
students.
SOURCE: Adapted from “Identifying Gifted and Talented Students” in Davis & Rimm, 2004,
p. 81.


SERVICES AND SUPPORTS

 Acceleration
 Acceleration allows students to achieve at rates commensurate
with their capacities.

 Enrichment
 Enrichment refers to experiences that extend or broaden a
person’s knowledge.


SERVICES & SUPPORTS

 Special programs and schools
 Special programs and schools have been designed to
advance the talents of individuals in nonacademic areas.

 Career education
 Career education activities and experiences assist
students in making educational and occupational
decisions by providing opportunities to investigate and
explore various fields.


SERVICES & SUPPORTS

 Mentoring

 Mentor programs allow students the opportunity to work
directly with professionals who are contributors in their fields.


NEGLECTED GROUPS

 Females

 Persons with disabilities: twice-exceptional

 Children and youth from diverse cultural, linguistic,
ethnic, and economic backgrounds


Human Exceptionality Chapter 15

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