what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.

1. WHAT IS GIFTEDNESS ? www.drlakshmisharma.com
Dr Lakshmi Sharma Workshop on Giftedness Part 3
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The Gifted Child

2. •Defining Giftedness
•Mahoney Identify & Giftedness
•Gagne’s Model of Giftedness (DMGT)
•How Does a Gifted Child Feel
•Dual Exceptionalities

3. Can You Define Giftedness?
Go On…………………
Don’t be Shy !!!

4. Maybe This ??????

5. Or Maybe This Move over…..Hypatia
of Alexandria !

6. Are you finding this exercise hard?????
You Should be!!!

7. Equates to Who am I?

8. Giftedness
• No One Definition.
• Experts – Different Ideas.
Agree:
• High IQ
• Gifted children more than non-gifted counterparts tend to struggle to
identify themselves

9. Who am I?
Why can’t I fit in?
Why am I not like everyone else?
Gifted Identify

10. Gifted Identity
• Andy Mahoney
• Counsels the Gifted
• Developed The Gifted Identity Formation Model

11. Gifted Identity
• Identity - reflection and observation
• Identity - conscious and unconscious thought
• How one perceives him/herself
• How others perceive him/herself
• How he/she sees him/herself in relation to others

12. Four Forces that Shape Identity
1. Validation
A child's sense of themself is made "real" through primary relationships
parents, teachers, and others in positions of authority.
2. Affirmation
Positive affirmation:Enrichment opportunities provided by parents.
Negative reinforcement:School does not identify child as gifted no
enrichment opportunities.
Source aboutparenting.com Source: Mahoney, A. S. (1998). In search of the gifted identity: From abstract concept to
workable counseling constructs. Roeper Review, 20, 222-226.

13. 3. Affiliation
Association with others who have similar interests, abilities, and
intensities in "secondary" relationships
4. Affinity
One's passions, goals, and drives that come from their giftedness

14. The Importance of These Forces
• Forces act together to form the gifted identity.
• Gifted children need self validation
• Gifted child's affiliation, the need for gifted kids to be with
others like them.
• Interact with non-gifted age mates does not satisfy affiliation
Source: Mahoney, A. S. (1998). In search of the gifted identity: From abstract concept to workable counseling
constructs. Roeper Review, 20, 222-226.

15. The Importance of These Forces cont’d
Affinity of gifted child
Can’t always find affiliations on their own
Reliant on Parents/Teachers etc to help
Parents CAN assist their child to find that identity

16. Gagne’s model
Canadian Academic- Retired
Ph. D. in Psychology from l’Université de Montréal (1966),
Department of Psychology at l’Université du Québec à Montréal (UQAM).
Research & teaching activities to the field of giftedness.
My Convictions About the Nature of Abilities, Gifts, and Talents in Journal for the Education of the
Gifted, Vol. 22, No. 2, 1999, p. 109-136
.
Gagne – A Gifted Identification model

17. Gagne Stated
A child may be born gifted
Gifts need cultivation
Talent based on performance relative to one’s peers or expectations.

18. Gagné’s Model
Differentiated Model of Giftedness & Talent (2008)
Gagné’s model defines giftedness & talent.
Connects to teaching and learning.
Giftedness is a broad concept encompasses a range of abilities;
Giftedness is only potential, transformative process in order to become a talent
Adequate school support necessary- students develop their gifts/high abilities

19. Gagne’s DMGT
M

20. How does a gifted child REALLY feel ?

21. Put Yourself in the Shoes of a Gifted Child ?
How do you feel ?

22. From My Experience
Most feel like this! Frustrated & in Despair!
X100 for the Parents - Believe me I know!

23. How does a Gifted Child Feel
• Different
• Isolated
• Judged – by peers, by teacher & by peers parents
• Struggle to understand why peers find things so hard
• Hate not being challenged – danger “boredom”
• Switch off easily if not stimulated
• Frustrated if teachers can’t see their logical & reasoning
• Constantly assess intellectual environment – identify high IQ persons

24. Need Understanding & Acceptance from People

25. Dual/Twice Exceptional
• Gifted students with disabilities
• Difficult to recognise due to “masking” cognitive abilities
• Imperative:attention to disability & intellect nutured
• Difficult to test - IQ tests in general don’t account for this
• Consider ADAH, deafness, dyslexia, Learning difficulties etc.

26. Hope you Enjoyed the Workshop!
www.drlakshmisharma.com
NO LIMITS TO LEARNING! BELIEVE & YOU CAN ACHIEVE!