The Gifted and Talented: Meeting the Needs of these Exceptional Children
According to Piaget (1949-1958), children learn primarily by manipulating objects until the age of 12. If children are not taught math with hands-on methods, between years 1 and 12, their ability to acquire math knowledge is disturbed at the point when hands-on explorations were abandoned in favour of abstractions. Psychologist, Julia Sherrman, believes that earlier female verbal and reading development leads females to prefer verbal and reading, teaching and learning approaches to non–verbal right-hemisphere problem solving approaches. Other researches see spatial visualization as essential to all levels of math learning. These skills exist on a continuum from lowlevel, requiring no image transformation, to high-level, involving the visualization and mental manipulation of 3-dimentional figures.
Genetic and social factors
As with all abilities, math aptitude can be inherited or an inborn disposition. Studies of identical twins reveal close math scores. Research into exceptionally gifted individuals shows high levels of math knowledge in early childhood, unexplained by external influences. Family histories of mathematically ―gifted and ―retarded individuals, revealed common aptitudes in other family members. An exceptional child is one that is different in some way from the "normal" or "average" child. Most exceptional children require a lot of understanding and patience as well as special education and related services if they are to reach their full potential of development. A dynamic concept of exceptionality encompasses all children who need a specially tailored education program to achieve in accordance with their potential. This would include not only children with special needs, but also those that are gifted. The word gifted itself is often used apologetically. In fact, approaches that dilute the concept of giftedness are readily embraced. Considerable resources have been aimed at those who begin their schooling with some disadvantage. Such efforts are justified and commendable. However, the converse side of this seems to be a belief that the gifted start school with an advantage, and for this reason it would be inequitable to add advantage to advantage by providing special programmes for them. It is however imperative to recognize that gifted and talented children require special educational nurturing in order to develop their full potential in the schools beyond what is typically available in the regular classroom because they learn and think differently from other students (Yewchuk, 1995). They require programme modifications in content, process, product and learning environment to accommodate their advanced abilities to learn (Maker 1983). This essay aims to investigate the current concepts of gifted and talented, with a particular focus on the methods of identification, issues facing parents and teachers and programmes available to meet the needs of these children.
DEFINITION OF GIFTEDNESS
Giftedness is involuntary - a natural gift and gives no cause for claims of elitism. It is a broad, evolving concept which addresses exceptional ability and/or performance in a wide range of human endeavours including: intellectual and creative domains; talent in kinesthetic areas, music and visual arts; and socio-emotional dimensions such as intrapersonal and interpersonal strengths. Some students have a potential to achieve that is not always demonstrated in their school work or through the school's identification, assessment and evaluation procedures. To reach their maximum potential, gifted students need to be recognized and nurtured.
Giftedness is involuntary - a natural gift and gives no cause for claims of elitism. It is a broad, evolving concept which addresses exceptional ability and/or performance in a wide range of human endeavours including: intellectual and creative domains; talent in kinesthetic areas, music and visual arts; and socio-emotional dimensions such as intrapersonal and interpersonal strengths. Some students have a potential to achieve that is not always demonstrated in their school work or through the school's identification, assessment and evaluation procedures. To reach their maximum potential, gifted students need to be recognized and nurtured.
Advanced moral judgement; heightened self awareness; heightened sensitivity to the expectations and feelings of others; perfectionism; introversion; high expectations of self and others; idealism and a sense of justice; and higher levels of emotional depth and intensity and metacognistic abilities are some of the characteristics that differentiate the gifted from an average child (Silverman, 1994). It is important not to generalise all of these traits to all gifted children, as some of these traits will not apply for all gifted. Silverman believes that, while there are many descriptors that apply to gifted children, sensitivity, perfectionism, intensity and introversion have particular developmental, psychological, and social significance and in combination, they demonstrate the emotional complexity of the gifted.
Multi-faceted definitions of giftedness are now common, which include children with exceptional capacity in one or more broad areas of skill. Some skill areas present difficult measurement issues, particularly of capacity rather than achievement, but within this constraint the top 2-5% of the population in one of the fields are generally regarded as gifted.
With this still emerging definition of intelligence and giftedness, identification of gifted children is not simple. Nor however is it dispensable given that many of these children need appropriate educational response to ensure that they can cope with and succeed in education.
IDENTIFICATION OF GIFTED STUDENTS
Although many characteristics typical of gifted learners may also be found among average learners, the question of whether the difference between them is one of degree or kind has not been established (Yewchuk, 1995). Gifted children are not always easy to recognize, as giftedness is frequently hidden and underdeveloped. Following are some of the signs that a teacher should look for while identifying gifted children in a classroom an early interest in surroundings
- super-sensitivity to surroundings
- strong curiosity and powers of observation
- an extensive vocabulary
- an exceptional memory
- may talk early and fluently
- the ability to read early - often self-taught
- can choose to concentrate for long periods
- the propensity to ask shrewd/unusual questions
- the ability to grasp ideas quickly
Identification by parents is an accurate means, despite the myth that parents always think their children are bright. Parents are in the best position to know the child and its inner strivings, and their major difficulties are often not having a ready comparison and of overcoming, when appropriate, the desire not to appear to be "pushy". Hence it is essential to take their observations into consideration.
Consequently a multi-faceted approach to identification is important. It is not simply a matter of IQ testing - rather use of multiple criteria from a variety of sources is generally most effective, with inclusion of a child in the event of doubt (Bailey et al., 1995, Smutny, 2003). A teacher, looking particularly for academic giftedness, might use some or all of the following criteria:
behavioural checklists (there are many lists of characteristics that students gifted in one or more areas may exhibit),
teacher nominations (these are far more accurate with pre- and in service training in gifted education),
parent nominations (parent questionnaire as to the child's characteristics, interests and home achievements at time of enrolment, and an openness throughout the student's time at the school for the parent to raise concerns and highlight any discrepancies between home and school performance),
peer nominations (with questions such as "who would you turn to with such and such a problem?"),
self nominations (made easier when specific programs are advertised and open to the whole school - well-hidden talents can be discovered this way),
standardised tests, and IQ testing (including tests which are designed to minimise culture or language bias).
MEETING THE NEEDS OF GIFTED CHILDREN IN THE CLASSROOM
Research suggests that up to 60 percent of student achievement is attributable to teaching quality (Alton-Lee, 2003). Enhancing the professional role of the teacher in contributing to positive learning outcomes for all students is therefore the key focus for current teaching practices. Like all other students with special needs, gifted children require instructional adaptation to encourage full nurturance of their potential. The adaptation stems from their educational needs as exceptional learners. Although there are a number of educational provisions for gifted children, acceleration and enrichment are by far the most commonly encountered. There is a growing consensus that when educating gifted students, optimum learning is best achieved through a differentiated curriculum that incorporates a blend of enrichment and acceleration alongside extension and remediation (Van Tassel-Baska, 2003; Townsend, 2004; Shriever & Maker, 2003). All gifted children, especially those working in a “regular” classroom, need a differentiated curriculum if they are to reach their full potential. A differentiated curriculum promotes higher-level thinking, and encourages the learner to take more responsibility for the planning, monitoring and evaluation of their learning (Turner, 2004). While implementing such a curriculum, the key issue is to ensure that both the teacher and the students get the best from the process by finding the best strategy that works for them. Some of the strategies that can be used for curriculum differentiation, as suggested by Turner (2004) are as follows:
· Flexible grouping for instruction
· Curriculum compacting
· Independent study
· Learning contracts
· Resident experts
· Tired lessons
· Noughts and crosses learning choices
When discussing choices with the students, or making choices for them teachers need to remember that “the one choice you never have is the choice to do nothing”.
It is not uncommon to find gifted children experiencing a vast gap between their advanced intellectual skills and their less advanced physical and emotional competencies. Contrary to what most people believe, a gifted mind is not necessarily able to find its own way. Although gifted students possess exceptional capabilities, most cannot excel without assistance. They need assistance academically, but they also need assistance emotionally through understanding, acceptance, support and encouragement (Webb, Meckstroth & Tolan, 1982). At the same time it is also essential to remember that potential does not always show in achievements. Not all gifted children are achievers. There can be many impediments that block or misdirect the development of an ability. Gagne (1995) has developed the understanding of the role of the child's motivation and of the factors in the child's environment (family, school, peers, etc) that may hinder or facilitate the child's ability being realised into achievements. Understanding the unique developmental patterns that are often present in gifted children can help parents and teachers adjust their expectations of academic performance to a more realistic level. Young gifted children who find that their limited physical skills are not sufficiently developed to carry out the complex projects they imagined must be helped to develop coping skills to deal with their frustration.
SUPPORT FOR SCHOOLS AND TEACHERS CATERING TO GIFTED CHILDREN
There is a growing awareness of the needs of gifted and talented children and the importance of providing them with an educational environment that offers maximum opportunities to develop their special abilities. There is little doubt that this decade has seen an increased acceptance of the special needs of the gifted and increased efforts by schools to provide for these. Present focus of our education policy is on all students achieving positive outcomes as a result of their education. Our gifted education policy is based on the recognition that gifted learners are found in every classroom and across all cultures and socio-economic groups. In line with broader education policy directions, the gifted and talented education policy emphasises teaching practices that meet the learning needs of these students within their regular classroom.
CONCLUSION
The gifted must be seen as exceptional with gifts, not as superior with faults. No better than their chronological peers, just different as learners, gifted children have academic, emotional and social needs that must be recognized and nurtured in school. Whether in regular or congregated classes, gifted children require a curriculum differentiated to accommodate their exceptional learning characteristics, and counselling services to help in understanding and coping with being different from average peers.
Gifts and talents may be in academic, intellectual, creative, artistic, or leadership abilities. The educational needs of gifted and talented students may be well served by the provision of enrichment experiences, instructional grouping by intellectual ability rather than by chronological age, and, to a lesser extent, counseling to support the development of personal and social skills.
The gifted must be seen as exceptional with gifts, not as superior with faults. No better than their chronological peers, just different as learners, gifted children have academic, emotional and social needs that must be recognized and nurtured in school. Whether in regular or congregated classes, gifted children require a curriculum differentiated to accommodate their exceptional learning characteristics, and counselling services to help in understanding and coping with being different from average peers.
Gifts and talents may be in academic, intellectual, creative, artistic, or leadership abilities. The educational needs of gifted and talented students may be well served by the provision of enrichment experiences, instructional grouping by intellectual ability rather than by chronological age, and, to a lesser extent, counseling to support the development of personal and social skills.
If you are young and gifted, you have probably been born at the right time. The recent times have seen an increased acceptance of the special needs of the gifted and increased efforts by schools to provide for these. Giftedness and talent can mean different things to different communities and cultures, and there is a range of appropriate approaches towards meeting the needs of all such students. Schools need to develop multi-categorical approaches to giftedness that are flexible enough to include the many characteristics that are typical of gifted and talented learners.
Enrichment Programmes for the Gifted
The following prescriptions can be made for the high achievers.
Journals
Books
1) Curriculum-Based Activities and Resources for Pre-service Math Teachers by Gwendolyn Lloyd, Vanessa Pitts Bannister
7) Theories of Mathematical Learning by Brian Greer, Leslie P. Steffe, Pearla Nesher, Paul Cobb, Gerald A. Goldin
11) Exemplary Practices for Secondary Math Teachers by Alfred S. Posamentier, Daniel Jaye, Stephen Krulik
Websites- www.amazon.co.uk
www.eric.in
This book gives teacher educators a collection of strategies and activities for using Standards-based curriculum materials in mathematics teacher education. In addition, the book offers personal accounts from mathematics teacher educators about how and why they use Standards-based curriculum materials in their teacher education work, as well as reflections about how their PTs learned through engagement with curriculum materials. An invaluable resource for all mathematics teacher educators, this book compiles the different ways the mathematics teacher educators at various universities have used Standards-based curriculum materials. The chapters show how both elementary and secondary prospective teachers can enhance their disposition towards, and understanding of, NCTM's Principles and Standards for School Mathematics from both their university coursework and their intern field experiences as they analyze and enact Standards-based curriculum materials.
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