GIFTED CHILD

Gifted Child

Gifted Child

Definitions

The period “gifted and gifted” when utilized in esteem to students, young kids, or youth means students, young kids, or youth who give clues of high presentation capability in localities such as thoughtful, creative, artistic, or authority capacity, or in specific academic areas, and who need services or undertakings not ordinarily provided by the school in order to fully evolve such capabilities. (P.L. 103-382, Title XIV, p. 388)

This definition has been taken up in part or completely by the most of the states, including Texas, whose delineation states:

In this subchapter, “gifted and gifted scholars” means a child or youth who performs at or displays the promise for accomplishing at an amazingly high level of accomplishment when compared to other ones of the identical age, know-how, or natural natural environment, and who:

displays high presentation capability in an thoughtful, creative, or artistic locality;

possesses an unusual capacity for authority; or

Excels in an exact academic field. (74th legislature of the State of Texas, section 29, Subchapter D, part 29.121)

The foremost characteristics of these definitions are (a) the diversity of localities in which presentation may be displayed (e.g., intellectual, creative, creative, authority, academic), (b) the comparison with other groups (e.g., those in general learning classrooms or of the same age, experience, or environment), and (c) the use of terms that suggest a need for development of the gift (e.g., capability and potential).

Models

This concept of capability or promise is addressed in Gagnè's (1995, 1999) Differentiated Model of Giftedness and gifts (see Figure 1.1). Gagnè has proposed that “gifts,” which are natural adeptness, must be evolved to become “talents,” which appear through the systematic discovering, teaching, and performing “of skills characteristic of a particular area of human undertaking or presentation” (p. 230). The development of presents into presents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Intrapersonal catalysts are personal (e.g., wellbeing, personal appearance) and psychological (e.g., motivation, character, and volition), all of which are influenced by genetic background. Environmental catalysts are enclosures (e.g., geographic, demographic, sociological); persons (e.g., parents, teachers, siblings, peers); undertakings (e.g., programs for gifted and gifted students); and events (e.g., death of a parent, major sickness, triumphant a prize). Gagnè has recognized that any program that a school develops for gifted and gifted scholars should identify the domain or area in which it is exhibited and the level of the student's giftedness or gifts (e.g., accomplishing in the top 10%, 5%, 2%, 1%, or less than 1%).

Characteristics

Numerous authors have recounted characteristics of gifted and gifted students, some in general periods over some domains, while other ones have described them for exact localities cited in the government and state definitions. Since most school localities identify children for programs that are associated to the delineation, this article organizes the characteristics according to these exact areas. Professionals who are mainly responsible for the identification method must recall that gifted and talented scholars should have an opportunity to ...