2. OVERVIEW OF GIFTEDNESS
A gifted child is naturally endowed with a high
degree of general mental ability or
extraordinary ability in intelligence.
The designation of giftedness is largely a matter
of administrative convenience.
In assessment and classification of giftedness in
a child, an intelligent test is administered
3. OVERVIEW OF GIFTEDNESS
It is generally agreed that gifted children differ
from their peers in not only in
intellectual ability alone but also in other
spheres.
It can be observed that a gifted child shows a
greater drive to achieve, along with greater
mental and social adjustment as compared with
non-gifted children
10. A gifted child as an IQ of 130 and
above …
This equals to an intellectual ability
that is better than 95% of children
at the same age level!!!
11.
12. Giftedness is defined as
exceptionally advanced performance
or the potential for outstanding
performance in intellectual, creative,
leadership, artistic or specific
academic fields
14. Intellectual Giftedness
(Giftedness) is an intellectual ability
which is significantly higher than
average in which a child shows a
greater drive to achieve along with
greater mental and social
adjustment
15. A gifted Child shows high
performance in intellectual,
Academic, Creativity, Artistic and
Leadership skills
18. Born or Bred???
The research shows that giftedness is
largely genetic as a child born with
the potential to be gifted however, the
environment and nurture plays an
important role in developing those
innate abilities.
20. FEATURES OF GIFTEDNESS
They learn more rapidly and are able to
understand more abstract and complex ideas.
They easily transform existing knowledge into
new and useful forms
They create new knowledge recognized for its
originality, complexity and elegance.
21. FEATURES OF GIFTEDNESS
Special education services and facilities for
gifted children may enhance these abilities.
In addition, some gifted learners may require
special counseling services to address social or
emotional adjustment issues that are
complicated by their exceptional abilities.
22.
23. Are all gifted children the same in
Cognitive skills???
NO!!!
~Gifted children are not the same in
the same, the IQ level determines ones
cognitive ability~
24. TYPES OF GIFTEDNESS
The successful
This accounts for about 90% of identified gifted
children.
Children demonstrate the behavior, feelings and
needs.
They listen closely to their parents and
teachers.
25. TYPES OF GIFTEDNESS
These are the children many believe will “make
it on their own.”
Rather than pursue their own interests and goals
in school, they tend to go through the motions
of schooling, seeking structure and direction
from instructors
26. TYPES OF GIFTEDNESS
They learn well and are able to score high on
achievement tests and tests of intelligence.
Rarely do they exhibit behavior problems
because they are eager for approval from
teachers, parents and other adults
27. TYPES OF GIFTEDNESS
The challenging
These are the divergently gifted.
These typically possess a high degree of
creativity and often question authority and may
challenge the teacher in front of the class.
They do not conform to the system, and they
have not learned to use it to their advantage
28. TYPES OF GIFTEDNESS
Their interactions at school and at home often
involve conflict.
These children feel frustrated because the
school system has not affirmed their talents and
abilities.
They are struggling with their self-esteem
29. TYPES OF GIFTEDNESS
In spite of their creativity, Type II’s often
possess negative self-concepts.
This type may be “at risk” as eventual dropouts
for drug addiction or delinquent behavior if
appropriate interventions are not made by
junior high.
30. TYPES OF GIFTEDNESS
The underground
These group is also known as “the underground
gifted.”
Generally, these are middle school females
although males may also want to hide their
giftedness.
31. TYPES OF GIFTEDNESS
If a gifted boy goes underground, it tends to
happen later, in high school, and typically in
response to the pressure to participate in
athletics.
They begin to deny their talent in order to feel
more included with a non-gifted peer group.
They frequently feel insecure and anxious.
32. TYPES OF GIFTEDNESS
Dropouts
These gifted students are angry.
They are angry with adults and with themselves
because the system has not met their needs for
many years and they feel rejected.
They may express this anger by acting
depressed and withdrawn or by acting out and
responding defensively.
33. TYPES OF GIFTEDNESS
This is because they have interests that lie
outside the realm of the regular school
curriculum and they fail to receive support and
affirmation leading to frustrations.
School seems irrelevant and perhaps hostile to
them.
34. TYPES OF GIFTEDNESS
They attend school sporadically or only on
certain days
Eventually, they drop out from school when
their educational expectations are not met
35. TYPES OF GIFTEDNESS
The double-labeled
These gifted children who are physically or
emotionally handicapped with learning
disabilities.
These children are rarely identified and there
are no school programs to address there
challenges
36. TYPES OF GIFTEDNESS
They may have sloppy handwriting or
disruptive behaviors that make it difficult for
them to complete work and they often seem
confused about their inability to perform school
tasks.
These students are either ignored because they
are perceived as average or referred for
remedial assistance.
37. TYPES OF GIFTEDNESS
School systems tend to focus on their
weaknesses and fail to nurture their strengths or
talents.
They show symptoms of stress; they may feel
discouraged, frustrated, rejected, helpless, or
isolated.
These children may deny that they are having
difficulty by claiming that activity is “boring”
38. TYPES OF GIFTEDNESS
They urgently want to avoid failures and are
unhappy about not living up to their own
expectations.
They may be very skilled at intellectualization
as a means of coping with their feelings of
inadequacy.
They are often impatient and critical and react
stubbornly to criticism.
39. TYPES OF GIFTEDNESS
The autonomous
These gifted children are is the autonomous
learner.
Few gifted children demonstrate this style at a
very early age although parents may not see
evidence of the style at home.
These students have learned to work effectively
in the school system.
40. TYPES OF GIFTEDNESS
However, unlike the Type I’s who strive to do
as little as possible, this type have learned to
use the system to create new opportunities for
themselves.
They do not work for the system; they make the
system work for them
41. TYPES OF GIFTEDNESS
They have strong, positive self-concepts
because their needs are being met; they are
successful, and they receive positive attention
and support for their accomplishments as well
as for who they are.
They are well respected by adults and peers and
frequently serve in some leadership capacity
within their school or community.
42. TYPES OF GIFTEDNESS
They are independent and self-directed and feel
secure designing their own educational and
personal goals.
They accept themselves and are able to take
risks.
43. TYPES OF GIFTEDNESS
They have strong sense of personal power and
realize they can create change in their own lives
and they do not wait for others to facilitate
change for them.
They are able to express their feelings, goals,
and needs freely and appropriately.
48. SPECIAL EDUCATION NEEDS
Acceleration
Gifted children may study a specially modified
curriculum or may progress through academic
subjects at an accelerated pace.
Acceleration involves adapting education
programs so that students may progress through
particular subject material quicker than usual
49. SPECIAL EDUCATION NEEDS
These modifications may take place within the
regular classroom setting or they may involve
changing the child’s jumping grades) in school.
Some gifted children gain early entrance to
kindergarten, skip grades, enter college earlier
than usual, or take specific courses with older
children.
50. SPECIAL EDUCATION NEEDS
Ideal programs for gifted students consider the
individual needs of children and offer multiple
options for services.
These programs generally involve both
advanced course materials and acceleration.
52. SPECIAL EDUCATION NEEDS
Enrichment
Children remain in the same grade, but with a
curriculum that is supplemented by a variety of
activities.
This may be done by modifying the school
curriculum with additional of technical courses
54. SPECIAL EDUCATION NEEDS
Inclusion
Many educators advocate placing gifted
students in regular classrooms with students of
diverse ability levels, an educational method
known as inclusion.
This is a way of motivating other learners to
excel
55. SPECIAL EDUCATION NEEDS
However, evidence suggests that regular
classroom teachers do not receive the training
and support to appropriately modify the
curriculum to meet the needs of gifted students.
