After reading this chapter, check to make sure you know:

WHAT ARE THE FOUNDATIONS OF GIFTS AND TALENTS?

• Gifted education began in the United States at the end of the 19th century. (p. 512)
• Today, there is a debate over how gifted students should be educated. (p. 512)

Definitions

• Marland's definition identified six areas in which gifts and talents can be exhibited. (p. 513)
• The current federal definition indicates five areas (intellectual, creative, artistic, academic, and leadership) in which talents can be displayed that require special education services. The definition emphasizes that they can occur in all cultures and socioeconomic groups. (p. 513-14)
• Renzulli's definition indicates that those with gifts and talents have a combination of above average ability, creativity, and task commitment. (p. 514)
• States have flexibility in choosing which definition to use as gifts and talents is not an IDEA 04 category. Most use a version of the 1978 federal definition. (p. 515)

Prevalence

• Estimates of prevalence are between 3-5%, although some are as high as 10—15%. (p. 515)
• Prevalence is difficult to determine because of the different definitions used, not all states collect information, and the underrepresentation among certain populations (students who underachieve, students with disabilities, females and students from culturally and linguistically diverse backgrounds). (p. 515)

WHAT ARE THE CAUSES AND CHARACTERISTICS OF GIFTS AND TALENTS?

Causes

• There is evidence for both genetic and environmental causes of gifts and talents. (p. 516-17)
• Most agree that gifts and talents are caused by a combination of genetic and environmental factors. (p. 517)

Characteristics

• Students with gifts and talents can have a range of characteristics. (p. 517-21)
• The Terman studies dispelled myths regarding social ineptitude of gifted individuals. (p. 518)
• One theoretical model used to help describe characteristics is Gardner's multiple intelligences. (p. 519)
• Intellectual characteristics include high IQ, early language development, good comprehension and problem solving skills, and flexibility of thought. (p. 519)
• Academic characteristics include superior performance, task persistence, and good study skills. (p. 519)
• Creative characteristics include good humor, originality in problem solving, and boredom with routine tasks. (p. 519)
• Social/emotional characteristics include strong motivation, leadership skills, persistence, perfectionism, and good academic self-concept. (p. 520-21)
• There is some evidence that individuals with extremely high IQs have adjustment problems. (p. 521)

HOW ARE GIFTED AND TALENTED STUDENTS IDENTIFIED?

• There is a need for using multiple procedures and multiple criteria to identify gifted and talented students. (p. 521)
• Young children with gifts are typically identified by their parents. School-aged children with gifts are typically identified by their teachers. (p. 522)
• School-aged children are often identified through teacher or peer nominations. There are concerns with the effectiveness of both types. (p. 522-23)
• Rating scales are often used to assist teacher identification. There are concerns that such scales are not culturally sensitive. (p. 523)
• Types of standardized tests used include intelligence, achievement, and creativity. Standardized tests are problematic for students from culturally and linguistically diverse and low-SES backgrounds. (p. 523-24)
• Alternative procedures for identification include dynamic assessment, portfolio assessment, and performance assessment. (p. 525-26)

WHAT AND HOW DO WE TEACH GIFTED AND TALENTED STUDENTS?

• Acceleration and enrichment are two popular procedures for teaching students with gifts and talents. (p. 527-28)

Instructional Content

• Content will largely depend on the nature of the student's gifts and talents. (p. 528)
• Content should include higher level thinking, problem solving skills, and affective development for gifted students. (p. 528-29)
• Bloom's Taxonomy and Gardner 's Theory of Multiple Intelligences should be considered when planning content. (p. 529-30)

Instructional Procedures

• Teachers should focus on using higher level questions, modeling problem solving and thinking strategies, reinforcing original problems and solutions, and developing tasks for generalization. (p. 530)
• Teachers should consider the method of presentation and the use of cooperative learning. (p. 530)
• Effective procedures include mentoring, curriculum telescoping, and curriculum compacting. Three models frequently implemented in schools are the School-wide Enrichment Model (which uses the Enrichment Triad), the Autonomous Learner Model, and the Integrated Curriculum Model. (p. 532-34)
• Parents should be involved in their child's educational program. (p. 534-35)

WHAT ARE OTHER INSTRUCTIONAL CONSIDERATIONS FOR GIFTED AND TALENTED STUDENTS?

Instructional Environment

• There is a debate about whether gifted and talented students should be taught separately or in inclusive classrooms. (p. 525-37)
• A number of grouping options are available including XYZ grouping, multi-age and multi-grade grouping, and within-class grouping. (p. 537-38)

Instructional Technology

• Computer-based technology provides numerous opportunities to enhance learning. Four types of learning activities are acquiring, retrieving, constructing, and presenting. (p. 539-40)
• One must be aware of the possibility of the inappropriate use of computers such as hacking. (p. 540)

WHAT ARE SOME SPECIAL CONSIDERATIONS FOR THE GENERAL EDUCATION TEACHER?

• It is important for the general classroom teacher to know how to identify potentially gifted and talented students, particularly those from underrepresented groups. (p. 540)
• General classroom teachers should be flexible and differentiate the curriculum. (p. 540-41)
• It is important to address gifted students' emotional needs. (p. 541)
• Challenges for general education teachers in teaching students with gifts include the need for more planning time, the need for specialized training to implement strategies, the need to modify a known instructional style, and teaching and managing a diverse classroom. (p. 541)