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The Definition and Different Types of Giftedness | CustomWritings
Author: Betts, G. Publications: Gifted Child Quarterly Publisher: National Association for Gifted Children NAGC Year: Gifted children are usually discussed as an undifferentiated group. For example, creatively gifted, intellectually gifted, learning disabled gifted, and artistically gifted are among the different categories that have been reported.
The purpose of this article is to describe a theoretical model to profile the gifted and talented that differentiates gifted individuals on the basis of behavior, feelings, dissertation a different kind of giftedness needs. The matrix describes and compares the needs, feelings and behaviors of six different profiles of gifted children.
This model serves to increase awareness among educators and parents of differences among gifted children and provides guidelines for identifying gifted children.
It can also be used to develop appropriate educational goals for the gifted. These types are offered as a generalization to facilitate the task of identifying and guiding gifted children in all aspects of development. They are not intended to describe anyone child completely. Personality is the result of life experiences and genetic makeup. All gifted children are not affected by their special abilities in the same way. Gifted children interact with and are influenced by their families, their education, their relationships, and their personal development.
Experience with gifted children in a variety of settings has served to increase awareness that the gifted cannot be seen as one group Strang, Little has been done, however, to distinguish among groups of gifted children.
Roeper proposed five types of gifted children based strictly on the approaches gifted children use to cope with their emotions. She focused on the development of coping styles and the ways in which gifted children experience and express feelings.
Few studies focus on a holistic perspective of the gifted child. Most address dissertation a different kind of giftedness aspect of development or an area of achievement or interest. The development of the whole child must be addressed, taking into account the interaction of emotional, social, cognitive, and physical factors.
Giftedness should not be defined by separate categories; every aspect of personality and development influences and interacts with every other aspect, dissertation a different kind of giftedness. Giftedness should be examined as a construct that impacts on personality. The following presentation of six different profiles of gifted and talented students can provide information for educators and parents about the behavior, feelings, and needs of gifted and talented children and youth.
It is important to remember that this is a theoretical concept that can provide insights for facilitating the growth of the gifted and talented, not a diagnostic classification model see Figure 1.
It is essential that educators and parents understand the cognitive, emotional, and social needs of the gifted and talented. Additional information is provided concerning adult and peer perceptions, identification, and home and school interactions. Parents and educators use the profiles to gain a deeper awareness of the gifted and talented. They are also able to use the information for inservice and courses concerning the nature and needs of the gifted and talented.
Furthermore, educators can present the information directly to students in order to help them develop more insight into their own needs and behavior.
The application of the approach will provide deeper and greater understanding of our gifted and talented. Additionally, dissertation a different kind of giftedness, children and youth should not be defined by anyone of the following categories. The behavior, feelings, and needs of gifted and talented children change frequently when they are young, but as years pass there will be fewer abrupt changes and they may settle into one or two profile areas.
This approach provides a new understanding of the gifted and talented and new opportunities for developing techniques and strategies for facilitating the cognitive, emotional and social growth of these children. They have listened closely to their parents and teachers.
They learn well and are able to score high on achievement tests and tests of intelligence. As a result, they are usually identified for placement in programs for the gifted. Rarely do they exhibit behavior problems because they are eager for approval from teachers, parents and other adults.
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. They are dependent upon parents and teachers. They fail to learn dissertation a different kind of giftedness skills and attitudes for autonomy, but they do achieve.
Overall, these children may appear to have positive self-concepts because they have been affirmed for their achievements. They are liked by peers and are included in social groups.
They are dependent on the system but are not aware that they have deficiencies because of the reinforcement they receive from adults who are pleased with them and their achievement. However, Goertzel and Goertzel concluded that the brightest children in the classroom may become competent but unimaginative adults who do not fully develop their gifts and talents, dissertation a different kind of giftedness.
It seems that these children have lost both their creativity and autonomy. Gifted young adults who may underachieve in college and later adulthood come from this group. They do not possess the necessary skills, concepts, and attitudes necessary for life-long learning. They are well adjusted to society but are not well prepared for the ever-changing challenges of life. Many school systems fail to identify Type II gifted children for programs unless the programs have been in place at least five years and substantial inservicing has been done with teachers.
They 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. They receive little recognition and few rewards or honors. 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. They may or may not feel included in the social group.
Nevertheless their spontaneity may be disruptive in the classroom. Parents of gifted high school students who drop out of school Type IV frequently note that their children exhibited Type II behaviors in upper elementary school or junior high. Although this relationship has not been validated empirically, it carries significant implications that merit serious consideration, dissertation a different kind of giftedness.
If a gifted boy dissertation a different kind of giftedness underground, it tends to happen later, in dissertation a different kind of giftedness 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.
Students who are highly motivated and intensely interested in academic or creative pursuits may undergo an apparently sudden radical transformation, losing all interest in previous passions. Their changing needs are often in conflict with the expectations of teachers and parents, dissertation a different kind of giftedness.
Dissertation a different kind of giftedness too often, adults react to them in ways that only increase their resistance and denial. There is a tendency to push these children, to insist that they continue with their educational program no matter how they feel.
Challenging resistant adolescents may alienate them from those who can help meet their needs and long-term goals. Type IV 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. School seems irrelevant and perhaps hostile to them. Type IV students are frequently gifted children who were identified very late, perhaps not until high school. They are bitter and resentful as a result of feeling rejected and neglected. Their self-esteem is very low, and they require a close working relationship with an adult they can trust.
Family counseling is strongly recommended, and the Type IV youth should also be given individual counseling. Diagnostic testing is also necessary to identify possible areas for remediation.
Type V refers to gifted children who are physically or emotionally handicapped in some way, or who have learning disabilities. The vast majority of gifted programs do not identify these children, nor do they offer differentiated programming that addresses and integrates their special needs.
Type V students often do not exhibit behaviors that schools look for in the gifted. 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.
They show symptoms of stress; they may feel discouraged, frustrated, rejected, helpless, or isolated, dissertation a different kind 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.
Traditionally, these students are either ignored because they are perceived as average or referred for remedial assistance. School systems tend to focus on their weaknesses and fail to nurture their strengths or talents. The Type VI gifted child is the autonomous learner. Few gifted children demonstrate this style at a very early age although parents may see evidence of the style at home.
They do not work for the system; they make the system work for them. They are well respected by adults and peers and frequently serve in some leadership capacity within their school or community. Type VI students are independent and self-directed. They feel secure designing their own educational and personal goals.
They accept themselves and are able to take risks. An important aspect of the Type VI is their strong sense of personal power. They 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. This matrix will be useful in a number of ways.
One use is as a tool for inservicing educators about gifted and talented children and youth in general and about the differentiated social and emotional needs of the specified types in particular. The model may also serve as a theoretical base for empirical research in the areas of definition, identification, educational planning, dissertation a different kind of giftedness, counseling, and child development.
By looking closely at the behavior and feelings of gifted and talented youth, better educational programming may be developed to meet their diversified needs.
Understand the characteristics of gifted students / high achievers
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