What Does Being Gifted Really Mean?

 How is giftedness defined?

Most people understand that giftedness entails being bright and having high potential, and existing
definitions of giftedness typically focus on capability and achievement as identifiers of giftedness.
The federal definition of giftedness, originally developed in 1971 and called the Marland report,
revolves around “high achievement capability”:
"The term 'gifted and talented,' when used with respect to students, children or youth, means
students, children or youth who give evidence of high achievement capability in areas such
as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and
who need services or activities not ordinarily provided by the school in order to fully develop
those capabilities." (Marland, 1971)
States and local districts are not required to use the federal definition of giftedness. In fact, they
are not required to define giftedness—as well as identify and/or serve gifted students—at all.
According to NAGC’s 2014-2015 State of the States in Gifted Education survey, only 37 states
define giftedness, and even fewer states (32) currently mandate identifying and/or providing
services for gifted learners (National Association of Gifted Children, n.d.-a). Michigan is not
among them.
Generally, though, existing definitions typically are based on the federal definition. For instance,
the National Association for Gifted Children’s (NAGC, n.d.-b) definition also revolves around
high capability:
"Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more domains. Domains include any structured
area of activity with its own symbol system (e.g., mathematics, music, language) and/or set
of sensorimotor skills (e.g., painting, dance, sports)." (para. 1)
Other conceptions of giftedness do exist, however, including but not limited to Joseph Renzulli’s
(1986) Three Ring Conception of Giftedness https://gifted.uconn.edu/schoolwide-enrichment-
model/identifygt/, Francoys Gagné’s (2003) Differentiated Model of Giftedness and Talent, and
Robert Sternberg’s (2003) Triarchic Theory of Intelligence.

 What are the unique characteristics of gifted individuals?

Aside from showing increased potential or demonstrating advanced accomplishment in one or
more specific content areas as many definitions of giftedness suggest, other more specific
characteristics tend to appear regularly in the literature surrounding gifted individuals. When
discussing characteristics of gifted children, we must understand that any one of these
characteristics may be present or not present—there are so many variables at work. Furthermore,
these common cognitive and affective characteristics do not comprise a comprehensive list.
Cognitive attributes that appear often among gifted individuals include:

1. Above-average general intellectual ability

2. Ability to find and solve difficult and unusual problems
3. Ability to process and learn information quickly
4. Ability to see connections, relationships, and multiple perspectives
5. Ability to understand abstract and complex concepts
6. Extensive and detailed memory
7. Intense love of reading
8. Advanced vocabulary and communication skills
9. Curiosity in many areas
10. Desire to ask a lot of questions
11. Intense, sustained passion in one area, which may change over time
12. Ability to concentrate for long periods of time on projects of interest
From an affective perspective, research has yielded consistent conclusions that gifted individuals
are as well-adjusted as any other student group and are not any more vulnerable or flawed than
their peers. However, Robinson et al.’s (2002) landmark compilation of research examining the
social and emotional lives of gifted students uncovered common affective characteristics. Gifted
individuals may exhibit:

1. Perceptiveness and awareness of being different

2. Nonconformist behaviors
3. Desire to become all they are capable of becoming
4. Need for mental stimulation and preoccupation with understanding
5. Perfectionism
6. Introversion
7. Anxiety
8. Heightened sensitivities, particularly emotional intensity
In a future blog, we’ll discuss some of these affective characteristics more in depth, including why
it is so important to offer support for gifted learners who exhibit them.

 Are high achievers and gifted learners the same?

There are clear differences between high achievers and gifted learners (Davis & Rimm, 2004;
Juntune, 2013):
 They develop differently. Although a high achiever’s physical, cognitive, social, and
emotional domains may seem to develop more quickly than an average student, those
domains still move in sync with one another. Gifted learners, however, show asynchronous
development, as both the cognitive and emotional domains develop faster.
 They are motivated differently. High achievers are motivated extrinsically. They make
good grades, please their teachers, show interest in assignments, understand and memorize
easily, and thrive on knowing the answer. Gifted learners are motivated intrinsically. They
typically show interest and perform well if the activity is meaningful, individualized, and
related to their passions. Instead of memorizing and practicing already-mastered skills,
gifted learners prefer to pondering ideas, looking at multiple perspectives, and asking—
rather than answering—the questions.
 They perceive and react to the world differently. While both high achievers and gifted
learners may be intuitive and sensitive individuals, children who are gifted tend to exhibit
even more awareness, sensitivity, and emotional intensity than their non-gifted peers. The
difference lies in the degree. Generally, gifted students seem to intuitively understand
situations, people, and behaviors more completely than their peers and react to situations
more intensely.
 They replenish their energy differently. Both average and high-achieving youth typically
recharge and thrive when spending time with others: studying in groups, calling friends,
and “hanging out.” Children who are gifted tend to exhibit more introverted behaviors and
find groups—especially of the same age—distracting.

 What is Giftedness?
Children are gifted when their ability is significantly above the norm for their age.

Giftedness may manifest in one or more domains such as; intellectual, creative, artistic,
leadership, or in a specific academic field such as language arts, mathematics or science.

It is difficult to estimate the absolute number of gifted children in the U.S. and the world
because the calculation is dependent on the number of areas, or domains, being measured
and the method used to identify gifted children. However, many consider children who are
in the top 10 percent in relation to a national and/or local norm to be a good guide for
identification and services.

It is important to note that not all gifted children look or act alike. Giftedness exists in every
demographic group and personality type. It is important that adults look hard to discover
potential and support gifted children as they reach for their personal best.

DEFINITION
“Gifted and talented children” means those persons between the ages of four and twenty-
one whose abilities, talents, and potential for accomplishment are so exceptional or
developmentally advanced that they require special provisions to meet their educational
programing needs. Children under five who are gifted may also be provided with early
childhood special educational services.
Gifted students include gifted students with disabilities (i.e. twice-exceptional) and
students with exceptional abilities for potential from all socio-economic and ethnic,
cultural populations. Gifted students are capable of high performance, exceptional
production, or exceptional learning behavior by virtue of any or a combination of these
areas of giftedness:

General or Specific Intellectual Ability

Specific Academic Aptitude

Reading
Writing
Math
Science
Social Studies
World Languages
Specific Talent Aptitude

Visual Arts
Performing Arts
Musical Abilities
Dance
Psychomotor Abilities
Creative or Productive Thinking
Leadership Abilities

Gifted education (also known as gifted and talented education (GATE), talented
and gifted programs (TAG), or G/T education) is a broad group of special practices,
procedures, and theories used in the education of children who have been identified as
gifted or talented.

The main approaches to gifted education are enrichment and acceleration. An enrichment
program teaches additional, related material, but keeps the student progressing through the
curriculum at the same rate as other students. For example, after the gifted students have
completed the normal work in the curriculum, an enrichment program might provide them
with additional information about a subject. An acceleration program advances the student
through the standard curriculum faster than normal. This is done through many different
approaches.[1]

There is no standard global definition of what a gifted student is; multiple definitions exist.
Most definitions select the students who are the most skilled or talented in a given area,
e.g., the students with the most skill or talent in music, language, logical reasoning, or
mathematics. The percentage of students selected varies, generally with 10% or fewer
being selected for gifted education programs. However, since students vary in their
aptitudes and achievements, a student who is not gifted in one area, such as music, may be
considered gifted in another, such as language. Consequently, even if all programs agreed
to include only the top 5% of students in their area, more than just 5% of students would
be identified as gifted.

Common Characteristics of Gifted Individuals

Because gifted children are so diverse, not all exhibit all characteristics all of the time.
However, there are common characteristics that many gifted
individuals share:

 Unusual alertness, even in infancy

 Rapid learner; puts thoughts together quickly
 Excellent memory
 Unusually large vocabulary and complex sentence structure for age
 Advanced comprehension of word nuances, metaphors and abstract ideas
 Enjoys solving problems, especially with numbers and puzzles
 Often self-taught reading and writing skills as preschooler
 Deep, intense feelings and reactions
 Highly sensitive
 Thinking is abstract, complex, logical, and insightful
 Idealism and sense of justice at early age
 Concern with social and political issues and injustices
 Longer attention span and intense concentration
 Preoccupied with own thoughts—daydreamer
 Learn basic skills quickly and with little practice
 Asks probing questions
 Wide range of interests (or extreme focus in one area)
 Highly developed curiosity
 Interest in experimenting and doing things differently
 Puts idea or things together that are not typical
 Keen and/or unusual sense of humor
 Desire to organize people/things through games or complex schemas
 Vivid imaginations (and imaginary playmates when in preschool)

Main Difference – Gifted vs Talented

The two terms gifted and talented are two adjectives that are used to describe individuals
with great natural abilities. In the context of education, these two terms have specific
meanings. Although both words are used to refer to students with one or more abilities
developed to a level significantly ahead of their age and experience, gifted specifically
refer to the abilities in academic subjects such as science, maths, and language
whereas talented refer to the abilities art, music, deign, etc. This is the main difference
between gifted and talented. Gifted and talented children are sometimes separated from the
normal educational system since they are way ahead of the rest of the class.

According to Teachers First External link , gifted students share some common
characteristics that an astute, skilled teacher can identify to make sure the student’s
individual needs are met to ensure academic success and personal development.

Given the need to identify gifted students, here are some general behavioral traits that
children exhibit that can help teachers pinpoint a gifted student:

 Curious and motivated

 Asks many questions
 Has a good memory
 Quickly retains information
 Masters reading skills early
 Demonstrates strong math skills
 Thinks independently
 Expresses unique, original opinions
 Possesses higher level thinking skills (analysis, synthesis, evaluation) and problem-
solving skills
Has a strong sense of justice and likes to debate current issues and real-life problems
At the same time, gifted students may also possess the following traits that can negatively
affect their learning if their needs are not met:

 Easily goes off task or off topic

 Impatient when not called upon in class
 Gets bored easily
 Resists repetitive work
 Takes on too much work
 Doesn’t work well in groups
 Critical of others and themselves
Indeed, it’s important to consider whether or not a student has any of the above behavioral
traits to determine giftedness. Considering the many positive and negative traits, it can be
difficult to pinpoint a gifted student.

“Giftedness is not always seen as a socially positive and valued trait,” says Dr.
Kuzujanakis. “Many gifted kids are bullied, others underachieve to hide their abilities, and
some experience anxiety and depression with increased risk for self-harm. As many as 20
percent may drop out of school,” she adds. Making sure to approach a student in a way that
is non-threatening is key.

Teachers have the challenge of recognizing the signs that may indicate a gifted student and
planning a course of action to ensure that student is nurtured along a path that creates a
 stimulating environment for learning and personal growth. While identifying a gifted and
talented student is tricky and definitely more of an art than a science, the benefits of
successful assessment and support are priceless. I know firsthand the power of a teacher
that was up to the challenge, and I’m forever grateful that she recognized my potential,
instead of punishing me for my bad behavior.

Famous Child Prodigies

 Wolfgang Amadeus Mozart
Wolfgang Amadeus Mozart was the child prodigy par excellence, playing songs on the
harpsichord at four years old and composing simple music at five. When he was seven years old,
the Mozart family went on the first of several tours to demonstrate the prodigious musical
abilities of the young marvel and his elder sister Maria Anna (“Nannerel”), who was also
remarkably gifted. So there is no shortage of anecdotes about the young Mozart’s astonishing
musical dexterity, memory, and creativity in composition.
 John von Neumann
Some people have more mental power than they know what to do with. Biographers report that
at the age of six the Hungarian American mathematician John von Neumann was able to joke
with his father in classical Greek. As a party trick, the pint-sized prodigy would memorize pages
from the telephone book and answer questions about the names, numbers, and addresses or just
recite the page from top to bottom.
As an adult, von Neumann came to be regarded as the preeminent mathematician of his era,
responsible for major contributions in mathematics, physics, economics, and computer science.
 Stevie Wonder
Despite being blind from birth and growing up in poverty, Stevie Wonder (born Steveland
Judkins Morris) managed to become a skilled musician in early childhood, learning to write
music, sing, and play the piano, organ, harmonica, and drums. In 1962, at age 12, he began
recording music and performing professionally under the name Little Stevie Wonder. Although
his stage name suggested a novelty child performer, he quickly established himself as a serious
musician who combined creative songwriting and mastery of disparate styles of music including
rhythm and blues, soul, funk, rock, and jazz. By his 21st birthday he had written or cowritten
more than a dozen hit songs. He was inducted into the Rock and Roll Hall of Fame in 1989,
when he was only 38 years old.

Other gifted child of the history

 William Rowan Hamilton—Multilingual by the age of five
 Pablo Picasso—The greatest artist of the 20th century
 William James Sidis—The smartest man who ever lived(IQ of 250 to 300)
 Robert James Fischer—The greatest chess player
 Kim Ung-Yong—A guest physics student at age three
 Kathleen Holtz—The youngest lawyer
 Akrit Jaswal—The seven-year-old surgeon

How to Help Your Gifted Child

With the right supports and encouragement, twice-exceptional learners can flourish. (Just
ask Steven Spielberg!) Here’s what you can do to help your child:

 Talk to the school. If you suspect your child may be twice exceptional, request a
meeting with the school’s special education coordinator. Discuss your concerns, and ask
about types of tests.

 Ask to stay in the gifted program. If your child has been identified as gifted but is not
doing well in that program, request that he be assessed for learning and thinking
differences before any decisions are made about removing him from the program.

 Make the most of your child’s IEP. If the school determines that your child is twice
exceptional, use the annual goals in his Individualized Education Program (IEP) to
address his weaknesses and nurture his gifts. Be prepared to brainstorm—and to be
persistent!

 Find other twice-exceptional kids. Encourage your child to spend time with children
who have similar interests and abilities. This can help him celebrate his strengths and feel
less isolated. You may be able to connect with twice-exceptional families through
Understood’s parent community.

 Empower your child. Help him understand what his gifts and weaknesses are. Reassure
him that he can get support in the areas where he struggles. But resist the urge to rush in
and rescue him every time he gets frustrated. It’s better to help him learn to cope with his
mixed abilities.

Conclusion: By partnering with your child’s teachers, you can help your child develop
his talents and achieve his full potential. Learn more about how to be an effective
advocate for your child at school. With your love and support, your child can move ahead
and make the most of his gifts.