Giftedness and Talents

Prepared by: Cicilia Evi GradDiplSc., M. Psi

Definition

• Narrow view exclusively based on cognition, reasoning, and IQ test score

• Multidimensional view intelligence, aptitudes, abilities, creativity and talents

• Mary Fraiser giftedness as the potential to excel at the upper end of any talent continuum (cited in Grantham, 2002)

Meet Dr Baramurali Ambati

Gardner’s Multiple Intelligence

• A broader view• Not merely connected to academic

achievements • May excel in one or more areas, but not

necessarily in all of them (8 areas)• The 9th existential intelligence is inclusive • Video

Challenges

• Overcoming the assumption that they do not need special attention or unique education program

• Common educational program do not meet their need

Characteristics

• Females – Bias, stereotype, reduced opportunities– Single-sex school can excel their potential

• Culturally and Linguistically Diverse students– Poor school systems– African-American students refuse to join the

program don’t want to be different • Students with Disabilities – Which issue to address first ….

Cause

• Both environment and heredity• Scores above 160 are like their parents’ and

grandparents’ scores!• IQ is not a fixed characteristic• Attitudes, motivation, expectations, and

values expressed in different cultures, societies, socioeconomic level and families influence the development of talent

Prevention

• Important prevent them from as many situations that negatively affect talent development attitudes & opinion expressed by family, friends, TV and print media influence behavior and teach role expectation

• Prepare programs that foster academic excellence and creativity

Assessments

• Early Identification – Almost from birth – Master developmental milestones early (p. 477)– Obvious to family members

• Prereferral – Educators should be aware of signs verbal and

nonverbal reasoning, leadership, academics, art, creative writing or poetry, and oral language

Assessments (2)

• Identification – Formal assessments– Informal (p. 478)

• Evaluation– Look at the underachievers boost motivation

and self-esteem

Intervention

• Form 4 groups • Choose one gifted person and find out about

his/her history of development • Then … discuss with your group on how to

make individualized IEP for that particular person