Gifted Education
A Few Myths about Gifted Learners
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Six Types of Gifted Learners |
Six Kinds of Gifted Learners |
Six
areas of Giftedness have been developed to classify Gifted students:
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Researchers George Betts and Maureen Neihart have developed profiles of the six types of gifted learners:
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Asynchronous DevelopmentA gifted child who is years ahead of his or her age mates is not always years ahead emotionally or socially. As teachers we need to be aware that advanced intellectual ability does not enable a child to manage emotions any better than any other child.
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Social Difficulties
Some young gifted children might seem socially awkward or quirky when compared with their peers. Much like ASD affected children, highly Gifted children often have encompassing interests that are different from age peers, have unusual vocabulary and mature sentence structures for their age and resent or even resist transitioning from an area of interest to another activity. Because of these social difficulties Gifted students are sometimes misdiagnosed with Autism Spectrum Disorders (ASD).
Some students are Twice Exceptional (2E) and are Gifted as well as having ASD. In this video clip from The Big Bang Theory, Sheldon Cooper, a highly Gifted physicist, attempts to use an algorithm to make friends with a work colleague. |
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Twice Exceptional or 2E Learners
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Giftedness and Autrism Spectrum DisordersThe differences between a child with ASD and a highly Gifted child will be noticeable when the child spends time with an intellectual peer. However, it is possible for a child to be diagnosed as both highly Gifted and have Autism Spectrum Disorder.
Social interaction: A highly gifted child will generally enjoy sharing information with an individual with whom he shares an interest. A child with ASD will still generally have difficulty with social reciprocity, and prefer solitary activities. Interests: Gifted children usually have multiple intense interests and a strong ability to link topics of interest to other areas of knowledge. A child with ASD may have a tendency to fixate on a narrow single topic, such as makes and model numbers of cars. Emotional sensitivity: Gifted children are often more emotionally sensitive than same-age peers and will respond intensely to the emotions of the children around them. A child with ASD may have difficulty reading body language and may appear to lack empathy. Unusual speech patterns: Gifted children may have advanced vocabularies that may limit their ability to socialize with age peers. Children with ASD may have advanced vocabularies, speak formally and sound like professors. Their speech might also lack rhythm and be monotone in pitch. Sensory issues: Gifted children may have sensory issues due to Dabrowski's Overexcitabilities. Children with ASD may have significant difficulties with sensory integration. Difficulty with transitions: Gifted children often enjoy exploring learning topics in more detail than their age peers and will resist transitioning to other topics. Children with ASD may prefer ritual and routine, and can become upset when the routine is changed. Stephen Wiltshire is a British artist who draws and paints amazingly realistic cityscapes from memory. Stephen was mute as a child and was diagnosed with autism at the age of 3. |
Traits
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Want better test scores?
Bring back band and shop say the Mythbusters. |
A Few More Myths About Gifted Learners
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Inappropriate Ways to Teach the Gifted
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Appropriate Ways to Teach the Gifted
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Some Strategies for Teaching Gifted Learners
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Gifted Students in the Music Classroom
Gifted students may be highly successful in school music classes due to the academic nature of music theory concepts. However, some Gifted students may struggle with performance skills such as beat competency, pitch matching, fine motor skills or locomotion skills. Music class may be one of the first areas where a Gifted student perceives themselves to be failing if the concepts and skills do not come as easily to them as in their other subjects. Reinforcing the value of effort over achievement, teaching them to learn from their mistakes and providing an environment where failure is not penalized is how teachers can best support Gifted learners in the music classroom. Music teachers can also be faced with students who are musically Gifted in their classrooms. What will you teach the 10 year old piano protégé who can play The Revolutionary Étude flawlessly? Students who are musically Gifted will benefit most from having opportunities to try new skills, make choices in their learning, be creative, and showcase their talents by performing for others. Click here for more information on how to identify musically Gifted children and to see video clips showcasing some very young and talented musicians like Mandi Huchingson (Ukulele Mandi), who is just 10 years old in this clip. Here is an article about Gifted students in the music classroom.
The Trouble With LabelsDefining what it means to be Gifted is extremely difficult. Numerous definitions have been suggested, but none of them seem to capture the essence of Giftedness in a way that satisfies everyone. There is a tension between defining Giftedness in broad terms, so that underrepresented groups such as people with disabilities or ethnic groups, can be included, and a narrower approach to allow identification of only those who are ‘truly’ Gifted (Mensa level). School District generally only recognize students who score in the 99th percentile on tests such as the CCAT (Canadian Cognitive Abilities Test) or traditional IQ tests. Students who are Twice Gifted are often missed during Gifted Screenings due to this narrow definition. Students who are Gifted areas other than core subjects (Athletics, Dance, Art, Music, Creative Thinking) are also rarely included in Gifted programs in schools.
And Finally...What Teachers Can Do to Help
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Bibliography & Suggested Reading
Alberta Education. (2000). Programming for students with special needs (PSSN) book 7: teaching students who are gifted and talented. Edmonton: Alberta Education.
Bennett, S. (2008). Special education in Ontario schools. Niagara Falls: Highland Press.
Ruf, D. L. (2005). Losing our minds: gifted children left behind. Scottsdale: Great Potential Press.
Taylor, S. (2003). Your top students: classroom strategies that meet the needs of the gifted. Markham: Pembroke Publishing Ltd.
Webb, J. T. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression, and other disorders. Scottsdale: Great Potential Press.
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis: Free Spirit Publishing.
Other Resources
Bennett, S. (2008). Special education in Ontario schools. Niagara Falls: Highland Press.
Ruf, D. L. (2005). Losing our minds: gifted children left behind. Scottsdale: Great Potential Press.
Taylor, S. (2003). Your top students: classroom strategies that meet the needs of the gifted. Markham: Pembroke Publishing Ltd.
Webb, J. T. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger's, depression, and other disorders. Scottsdale: Great Potential Press.
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis: Free Spirit Publishing.
Other Resources