Types of Giftedness
Giftedness has long been a subject of interest for educators, psychologists, and parents alike. The term “types of giftedness” can refer to the various ways in which gifted individuals manifest their exceptional abilities. In the public school system, understanding the different types of giftedness is crucial, not only for identifying these talented students but also for crafting educational programs that cater to their unique needs.
The Gifted Child Handout Packet
Understanding the Types of Giftedness: What Does It Mean?
Giftedness goes beyond the conventional parameters set by grade levels or the average achievements expected at, say, a high school level. It is more than just a high IQ score. Gifted individuals possess an exceptional ability in one or more domains. These can be in academic areas like mathematics or social studies, or they can be in areas such as creative writing or the visual and performing arts. Some gifted kids show advanced language skills while others may excel in abstract reasoning.
The Federal government defines gifted and talented children as those identified by professionally qualified persons as being capable of high performance. These are children who, due to their outstanding abilities, require special provisions in their educational programs, different from what is offered in the regular school setting. This differentiation ensures that these students reach their full potential.
Defining High Performance: Public Law 91-230, Section 806
The legal definitions provided in this section offer a comprehensive look at the various avenues in which giftedness can manifest in children. Let’s delve into the definitions of each area:
- General Intellectual Ability: This refers to a child’s overall cognitive capability. It is often measured using standard IQ tests, but it’s essential to remember that a high IQ score alone doesn’t necessarily define a gifted child. General intellectual ability encompasses a range of cognitive functions, including abstract reasoning, problem-solving, and the ability to quickly assimilate new information.
- Specific Academic Aptitude: While general intellectual ability pertains to overall cognitive prowess, specific academic aptitude zeroes in on exceptional ability in distinct academic areas. This could be in subject areas such as mathematics, social studies, science, or language arts. Children with this kind of aptitude might excel in one area while having average skills in others.
- Creative or Productive Thinking: This goes beyond just academic proficiency. Children who possess creative or productive thinking bring new ways of perceiving problems, showcasing originality in their thoughts. Their brains often work by connecting seemingly disparate ideas, leading to innovative solutions and new ideas.
- Leadership Ability: Not all giftedness is academically oriented. Some children display a natural ability to lead, inspire, and organize others. They may exhibit high performance in group activities, showing a knack for guiding peers, resolving conflicts, and spearheading projects.
- Visual and Performing Arts: Talent in the arts—whether it be drawing, painting, music, dance, or drama—also falls under the umbrella of giftedness. Children with exceptional ability in these areas may create original works, show advanced technical skills, or interpret pieces in unique ways.
Recognizing these distinct areas is crucial. Not every gifted child will fit neatly into a single category, and some may showcase abilities across multiple domains. Public Law 91-230, Section 806 serves as a guide for educators and parents to better identify and support these children, ensuring that their unique talents and abilities are nurtured and developed to their fullest potential.
Different Faces of the Types of Giftedness
Drawing upon the original research by George Betts and Maureen Neihart, six distinct “types” of gifted individuals have been identified:
- Successful Type: These are the high achievers. They often meet high expectations set for them, are liked by teachers and peers, and usually score well on achievement tests. In a classroom setting, they may be the bright students who always have good grades.
- Challenging Type: These are students who question authority and are seen as rebellious. They often face behavioral problems but possess a strong intrinsic motivation.
- Underground Type: Typically, these are young adults or gifted adolescents who hide their abilities to fit in with their non-gifted peer group.
- Dropouts: These are gifted individuals who have, for various reasons (like low self-esteem or emotional problems), dropped out either emotionally or physically from school.
- Double-labeled: This group consists of gifted students with a learning disability or other special needs. Their advanced abilities may be masked by their disability, making initial screenings a challenge.
- Autonomous: These are independent thinkers, often mature and self-directed. They seek out the company of older children or adults and are often intuitive types.
The Diversity and Complexity of the Types of Giftedness
Giftedness, with its myriad forms and manifestations, is a concept that transcends borders, cultures, and economic divides. Gifted children emerge from various racial, ethnic, and economic backgrounds. This universality reaffirms that talent is not confined to any particular demographic or socioeconomic group.
Arrow Mysteries – Math Art
Common Traits of Gifted Children
Despite the differences in their backgrounds and circumstances, many gifted children exhibit shared characteristics. Recognizing these traits can aid parents, educators, and professionals in identifying and nurturing giftedness:
- Advanced Thinking and Comprehension: Gifted children often grasp concepts, draw connections, and comprehend subjects far more quickly and in greater depth than their age peers.
- Emotional Intensity: Many gifted children showcase strong feelings and emotions at a very young age, which might sometimes make them seem overly sensitive.
- Heightened Sense of Self-awareness: This trait often accompanies their deep emotional experiences. Gifted children can be acutely aware of their feelings, strengths, and vulnerabilities.
- Highly Developed Curiosity: They frequently exhibit an insatiable appetite for new information, always eager to learn and explore.
- Excellent Memory: Their ability to retain and recall information is often above average, aiding them in their academic pursuits.
What Does “Gifted” Really Mean?
The term “gifted” is multifaceted and not universally defined. Different institutions, researchers, and educators might have their own criteria for what constitutes giftedness. Such definitions play crucial roles in educational settings, especially when determining who qualifies for special gifted education programs.
Understanding these definitions becomes paramount for parents and professionals. It helps them steer the child’s academic journey effectively, ensuring they get the right resources, challenges, and support tailored for their social-emotional development.
Understanding IQ in Gifted Children
For the general population, IQ scores typically range between 85 and 115, with the average or mean score being 100. In contrast, gifted children often score higher, and their IQ can be categorized as follows:
- Mildly Gifted: 115 to 130
- Moderately Gifted: 130 to 145
- Highly Gifted: 145 to 160
- Profoundly Gifted: 160 and above
Although a universally accepted classification might not exist, there’s a consensus in the educational community: children scoring significantly above the average IQ of 100 often benefit from tailored educational strategies to cater to their unique needs and potential.
The Gifted Child Handout Packet
Teaching Strategies for Gifted Children
Understanding the various forms of giftedness is just the first step. The real challenge for the school systems and educators is in devising strategies and programs tailored for these talented students. Here are some methods to consider:
- Differentiated Instruction: Based on the subject areas of expertise, teachers can modify their content delivery, ensuring it matches the gifted person’s pace and depth of understanding.
- Pull-out Programs: For a small group of gifted peers, specialized sessions focusing on areas like creative thinking or advanced classes in language arts can be beneficial.
- Acceleration: This involves moving talented children to higher grades or advanced classes where they are more likely to be challenged.
- Enrichment: Introducing new information, ideas, or activities that allow students to explore topics in greater depth.
- Mentoring: Pairing gifted kids with mentors who have expertise in specific areas can provide valuable insights and guidance.
Read more teaching strategies for gifted children here.
The Journey Ahead – Types of Giftedness
Giftedness is not limited to children and adolescents. There are many gifted adults out there, each with their unique set of challenges and strengths. Whether it’s in the form of psychomotor ability, creative or abstract thinkers, or gifted clients with special talents, recognizing and nurturing these special gifts is imperative.
In the context of talented education, the onus is on educators, school systems, and even parents, to ensure that these gifted individuals are not lost in the maze of the average students. With the right kind of support, encouragement, and resources, every gifted individual, whether a high achiever or someone with strong feelings of being underground, can shine brightly, reaching their maximum potential. After all, as the National Association of Gifted Children suggests, every gifted brain deserves the chance to thrive and contribute meaningfully to society.
Reference
Betts, G. T., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted child quarterly, 32(2), 248-253.
