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Parenting for High Potential Magazine
Who Are The Gifted?
Characteristics of Various Areas of Giftedness
Why Should Gifted Education Be Supported?
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Who Are The Gifted? There are many definitions for giftedness. They all have one element in common: A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression. Some of these abilities are very general and can affect a broad spectrum of the person's life, such as leadership skills or the ability to think creatively. Some are very specific talents and are only evident in particular circumstances, such as a special aptitude in mathematics, science, or music. The term giftedness provides a general reference to this spectrum of abilities without being specific or dependent on a single measure or index. It is generally recognized that approximately five percent of the student population, or three million children, in the United States are considered gifted.
A person's giftedness should not be confused with the means by which giftedness is observed or assessed. A parent's, teacher's or student's recommendation, a high mark on an examination, a high IQ score, are not giftedness; they may be a signal that giftedness exists. Some of these indices of giftedness are more sensitive than others to differences in the person's environment. NAGC does not subscribe to any one theory of the nature of human abilities or their origins. We assert that there are children who demonstrate high performance, or who have the potential to do so, and that we have a responsibility to provide optimal educational experiences for talents to flourish in as many children as possible, for the benefit of the individual and the community.
We advocate that schools must provide educational experiences appropriate to the needs of all children, including those who are high-ability, gifted learners. Educational programs adapted to meet the needs of gifted learners are referred to as differentiated. In order to develop exceptionally high ability to its fullest potential, educational programs based on appropriate curricular and instructional modifications beyond that typically provided in most classrooms are necessary. Some of the needs of gifted students can be met in regular classrooms with adequate teacher training and support services. Some cannot. Further, gifted students, as is the case for all students, are not a homogeneous group with needs that can be satisfied through a single administrative adjustment. We support the use of a variety of educational services to enable educators to meet the needs of gifted learners, and, indeed all learners.
This question is often asked in a confrontational manner by those who believe that gifted individuals do not need special educational provisions. Some sincerely feel that truly gifted children will remain gifted and fulfill their educational needs on their own. Others feel that if teachers are doing their job, the gifted should be able to get by without the special attention that other atypical learners need. The following are some ideas that those who hold such views must be asked to consider.
Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential. Giftedness arises from an interaction between innate capabilities and an environment that challenges and stimulates to bring forth high levels of ability and talent. These challenges must be available throughout the individual's lifetime for high levels of actualization of ability and talent to result. According to research on the nature of intelligence and the brain, we either progress or we regress depending on our participation in stimulation appropriate to our level of development.
Each person has the right to learn and to be provided challenges for learning at the most appropriate level where growth proceeds most effectively. Our political and social system is based on democratic principles. The school as an extension of those principles must provide an equal educational opportunity for all children to develop to their fullest potential. This means allowing gifted students the opportunity to learn at their level of development. For truly equal opportunity, a variety of learning experiences must be available at many levels.
At present, only slightly over one-half of the possible gifted learners in the United States are reported to be receiving education appropriate to their needs. There is physical and psychological pain in being thwarted, discouraged and diminished as a person. To have ability, to feel power you are never allowed to use, can become traumatic. Many researchers consider the gifted as the largest group of underachievers in education.
Traditional education currently does not sufficiently value bright minds. Gifted children often enter school having already developed many of their basic skills. Almost from the first day they sense isolation, as others consider them different. Schools are not sufficiently individualized or flexible to allow modification in structure and organization. Most schools seek to develop skills that allow participation in society, not the re-creation of that society.
When given the opportunity gifted students can use their vast amount of knowledge to serve as a background for unlimited learning. When the needs of the gifted are considered and the educational program is designed to meet these needs, these students make significant gains in achievement, and their sense of competence and well-being is enhanced.
National Association for Gifted Children
1707 L Street, N.W. - Suite 550
Washington, DC 20036
Telephone: (202) 785-4268
Facsimile: (202) 785-4248
Email: nagc@nagc.org
© 2004 NAGC