10 Facts about Gifted and Talent Students

 

• Everyone needs encouragement and help to make the most of their abilities and succeed in life. In fact, research shows that 25% of gifted people are underachievers and quit trying because nothing they do leads to any measurable success or satisfaction.

• Most schools are geared for average learners, not gifted learners, which can make it hard for gifted students to get excited about going. Some of the most talented students in the United States actually choose to drop out of school altogether.

• Children with gifts and talents are represented in all cultural, ethnic, and socioeconomic groups.

• Some gifted students are good at many things; others are exceptionally able at only a few things. Some gifted students are also learning disabled, which means that they might not be very good at schoolwork.

• Some teachers do, some don’t. Some teachers may feel uncomfortable with gifted students and can get defensive when they suspect that these students know more than they do.

• Some students will, some won’t. What’s especially pernicious about this myth is that some adults use it to rationalize decisions about not allowing gifted students to work or study together or not providing them with opportunities that meet their learning needs. Gifted students need to be able to work together to learn and communicate at as rapid and in-depth a pace as they are able.

• Some gifted students do, some don’t – just like other students.

•  Most gifted students don’t need to be identified or labeled before they are aware that they’re not quite like their age peers.

• Some gifted students might get bored, but they won’t necessarily get lazy – just like other students.

• This might make things simpler, but it’s not true or reasonable. In fact, research has found that gifted youngsters tend to be asynchronous in their development. They may be way above their age peers in cognitive development and highly sensitive for their age, but may lag behind in physical development and socially they prefer younger kids or adults as companions.

 

 

 

 

6.3 percent of all public school students are gifted and talented. 

 

 

 

 

 

Characteristic of Gifted and Talented Students

 

• Advanced intellect. Curious; asks intriguing questions; reads avidly; understands abstract concepts and ideas; learns quickly; memorizes easily; reads rapidly; follows and completes multiple and complex instructions; focuses on problem solving, processes, and explanations; retains information; pursues interests, knowledge, or hobbies different from peers of similar age; exhibits  advanced understanding of mathematical reasoning

 

• High verbal skills. Has a keen sense of humor; uses advanced vocabulary; explains complex ideas in unique and creative ways; fluently exchanges ideas and information; easily completes word games and puzzles; influences thinking of others

 

• Keen power of concentration. Engages in activities for long periods of time; pays attention to novelty and complexity; becomes totally absorbed in an activity; is quickly observant and responsive; maintains interests and activities different from peers

 

• A typical response behaviors. May be more sensitive or creative than peers regarding issues or concerns; may take high-level risks; comes up with original ideas and relationships often missed by others; may exhibit perfectionism or procrastination behaviors (or both); displays a strong sense of self; influences behavior of others; identifies with adults or older peers; can display advanced inter- and intrapersonal skills along with leadership and motivational ability

 

• Performance ability. Displays high-level mastery in visual, physical, and performing arts; masters physical and artistic skills beyond peers

 

 

 

 

 

 

Legislation in Regards to the Education of this Population 

 

Jacob K. Javits Gifted and Talented Students Education Act of 2001

 

SEC. 5462. PURPOSE.

The purpose of this subpart is to initiate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to meet the special educational needs of gifted and talented students.

 

SEC. 5463. RULE OF CONSTRUCTION.

Nothing in this subpart shall be construed to prohibit a recipient of funds under this subpart from serving gifted and talented students simultaneously with students with similar educational needs, in the same educational settings, where appropriate.

 

SEC. 5464. AUTHORIZED PROGRAMS.

(a) ESTABLISHMENT OF PROGRAM-

                (1) IN GENERAL- The Secretary (after consultation with experts in the field of the education of gifted and talented students) is authorized to make grants to, or enter into contracts with, State educational agencies, local educational agencies, institutions of higher education, other public agencies, and other private agencies and organizations (including Indian tribes and Indian organizations (as such terms are defined in section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C. 450b)) and Native Hawaiian organizations) to assist such agencies, institutions, and organizations in carrying out programs or projects authorized by this subpart that are designed to meet the educational needs of gifted and talented students, including the training of personnel in the education of gifted and talented students and in the use, where appropriate, of gifted and talented services, materials, and methods for all students.

                (2) APPLICATION- Each entity seeking assistance under this subpart shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require. Each such application shall describe how —

                              (A) the proposed gifted and talented services, materials, and methods can be adapted, if appropriate, for use by all students; and

                              (B) the proposed programs can be evaluated.

(b) USE OF FUNDS- Programs and projects assisted under this section may include each of the following:

               (1) Conducting —

                               (A) scientifically based research on methods and techniques for identifying and teaching gifted and talented students and for using gifted and talented programs and methods to serve all students; and

                               (B) program evaluations, surveys, and the collection, analysis, and development of information needed to accomplish the purpose of this subpart.

               (2) Carrying out professional development (including fellowships) for personnel (including leadership personnel) involved in the education of gifted and talented students.

               (3) Establishing and operating model projects and exemplary programs for serving gifted and talented students, including innovative methods for identifying and educating students who may not be served by traditional gifted and talented programs (such as summer programs, mentoring programs, service learning programs, and cooperative programs involving business, industry, and education).

               (4) Implementing innovative strategies, such as cooperative learning, peer tutoring, and service learning.

               (5) Carrying out programs of technical assistance and information dissemination, including assistance and information with respect to how gifted and talented programs and methods, where appropriate, may be adapted for use by all students.

               (6) Making materials and services available through State regional educational service centers, institutions of higher education, or other entities.

               (7) Providing funds for challenging, high-level course work, disseminated through technologies (including distance learning), for individual students or groups of students in schools and local educational agencies that would not otherwise have the resources to provide such course work.

(c) SPECIAL RULE- To the extent that funds appropriated to carry out this subpart for a fiscal year beginning with fiscal year 2002 exceed such funds appropriated for fiscal year 2001, the Secretary shall use such excess funds to award grants, on a competitive basis, to State educational agencies, local educational agencies, or both, to implement activities described in subsection (b).

(d) CENTER FOR RESEARCH AND DEVELOPMENT-

               (1) IN GENERAL- The Secretary (after consultation with experts in the field of the education of gifted and talented students) shall establish a National Research Center for the Education of Gifted and Talented Children and Youth through grants to, or contracts with, one or more institutions of higher education or State educational agencies, or a combination or consortium of such institutions and agencies and other public or private agencies and organizations, for the purpose of carrying out activities described in subsection (b).

               (2) DIRECTOR- The National Center shall be headed by a Director. The Secretary may authorize the Director to carry out such functions of the National Center as may be agreed upon through arrangements with institutions of higher education, State educational agencies, local educational agencies, or other public or private agencies and organizations.

               (3) FUNDING- The Secretary may use not more than 30 percent of the funds made available under this subpart for fiscal year 2001 to carry out this subsection.

(e) COORDINATION- Scientifically based research activities supported under this subpart —

               (1) shall be carried out in consultation with the Office of Educational Research and Improvement to ensure that such activities are coordinated with and enhance the research and development activities supported by such Office; and

               (2) may include collaborative scientifically based research activities which are jointly funded and carried out with such Office.

 

 

 

 

 

Historical Research

 

 

 

 

Colangelo, N., Dettmann, D. F. (1983). Exceptional Children. The Council for Exceptional Children. Vol. 50, No. 1, pp. 20-27

 

This article focuses on research and issues dealing with parents and families of gifted children. The importance of parents is an essential feature in the development of all children. The discussion of the role of parents with their gifted children has been apparently treated. The article begins with an extensive review and synthesis of research in the area of parents and families of gifted youngsters. This information is important in order to make meaningful generalizations. The discussion section includes a synthesis of the most important themes that emerged from the literature review. 

 

 

 

 

Larsson, Y. (1986). Governmental policies on the education of gifted and talented children: A world view.

Educational Studies in Mathematics, Vol. 17, No. 3, pp. 213-219.

 

The article discusses the educational practices for the gifted and talented in a number of countries. The term 'giftedness' still incites argument particularly by those who conceive educational provisions for the gifted and talented as providing an exclusive form of education. Governments are responsive to their electors and, the methods favored are society based and reflect differences in educational policies in different countries. There is obviously no single instruction to serve equally well all the countries discussed.

 

 

 

Current Research

 

 

Callahan, C.. (2005). Identifying Gifted Students from Underrepresented Populations. Theory into Practice, Vol. 44, No. 2, pp. 98-104

 

This article discusses the identification of gifted and talented students from the populations that are underrepresented in programs for the gifted (minorities, children from low socioeconomic status environments, students with limited English speaking ability). A problem within this subject matter is examined to determine is the problem that can be solved with a single, silver-bullet answer. The first step was looking at the inter-related factors that influence the process: definitions of giftedness, the use of 1-shot paper-and-pencil assessments, the inherent biases in policies and procedures, and the lack of coordination of curriculum with identification and placement procedures. Also, steps about making change are proposed. The solutions proposed are structured around increased advocacy for underrepresented students and attention to current research.

 

 

 

 

Reis, S., Gubbins, E., Briggs, C., Schreiber, F., Richards, S., Jacobs, J., Eckert, R., Renzulli, J., Alexander, M., (2003) Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress. The National Research Center on the Gifted and Talened. 

 

 

This article is a research study on the type of reading instruction provided for talented readers.  For students who read two grade levels above their chronological age placement, it was investigated to determine if the practices were modified or enriched for talented readers. This study also examined whether or not talented readers were grouped for instruction, whether different curricular materials or instructional strategies were used with this group, and whether appropriately challenging reading books were available for talented readers either in their classroom or in the school library.