Classification of Gifted and Talented Students
Many people have varying views on what classifies a student as gifted and talented.
According to the Office of Gifted and Talented, six qualities determine giftedness.
These qualities are intellectual ability as well as talent, scoring in the 97th percentile and above on aptitude tests, creative thinking, leadership ability, talents in the fine arts, and psychomotor abilities. Using the definition supplied by Bruce User, “a school system could expect to identify 10% to 15% or more of its student population as gifted and talented” (2000, p. 1). In A Dictionary of Education, a gifted child is defined as, “usually taken to be a child of exceptional performance in academic studies or creative arts like music, painting, or acting. Sometimes the label is awarded on the basis of high IQ, even in the absence of exceptional performance- perhaps even in the presence of apathetic or disruptive attitudes, suggesting to some observers that the child is bored and not being sufficiently challenged” (Rowntree, 1981, p. 105).
In The Gifted and Talented Children’s Act of 1978 gifted children are defined as, “Children and, wherever applicable, youth, who are identified at the pre-school, elementary, or secondary level as possessing or demonstrating potential abilities that give evidence of high performance capabilities in areas such as intellectual, creative, specific academic, or leadership ability, or in the performing arts, and who by reason thereof, require services or activities not ordinarily provided by the school” (Shafritz, Koeppe, & Super 1998, p.213-214).
Another view of the qualities of gifted and talented students suggests that there are both typical and atypical gifted st...
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...al excellence: a case for developing America’s talent. Retrieved October 14, 2002 from www.ed.gov/pubs/DevTalent/
This article stresses some of the problems in the selection of gifted and talented students. It also refers to programs available for gifted and talented programs and proposes ways in which to improve schools.
Silverman, L.K. (1996, May). How parents can support gifted students. Retrieved October 28,2002 from http://www.kidsource.com/kidsource/content/parents.gifted.html
This article shows some ways in which parents can help their gifted and talented child.
User, B. (2000, May). A short summary of giftedness. Retrieved September 25, 2002 from http://www.eskimo.com/~user/zbrief.html
Provides a summary of giftedness from the Office of Gifted and Talented and identifies what percent of the population in each school is considered gifted.
Before we begin to address this, we must first consult the definition; Among the various ones provided in our textbook, the following phrases will be especially useful for our analysis: Gifted and talented students have “potential high performance capabilities in…specific academic…ability”; “outstanding levels of aptitude (defined as an exceptional ability to reason and learn)”; “above-average general intellectual abilities” (Heward, Alber-Morgan, & Konrad, 2017, pp. 436-437). I find the word potential most striking, especially because many of Will’s friends (as well as Lambeau and Sean) believed that he had significant untapped potential. Also, when standing up for one of his friends at the bar, he went into much detail about historical facts and events in a strikingly logical and academic manner, with vocabulary and elaboration that well-surpassed many of those around
Using her power of persuasion and intelligence, she was extremely successful in her life. With determination and quickly flowing thoughts, she wrote several books. I felt that The Fountainhead was a really effective book since it motivated me among other readers to think outside the box, but there were exaggerated parts. Unlike most people, he was so headstrong that he was dismissed from work and at some points with an unfavourable reputation. Ayn Rand clearly stated her opinions, stretching the main ideas and relating them to different situations.
There is no doubt that conformity is essential to the harmony of society. It allows for individuals to work together under a uniform set of rules and norms. In childhood and adolescence, the time during which students go to school, children begin to learn these basic rules of civilization. They socialize with others, learn respect and become well-rounded individuals. This requires students to not only develop their talents but also their weaknesses. This Achilles' heel may be academic, such as math and science or more artistic, like vocal music (Source F). Although students may not be pursuing a future in these areas, learning them is part of becoming a balanced person academically. Only strengthening and focusing on a student’s specific talent could create an image...
Up to the very end of Miss Emily’s life, her father was in the foreground watching and controlling, and Miss Emily unrelentingly held on to the past. She went as far as keeping a loved one’s body locked upstairs in her home for years. While admiring her loved one’s body from up close and afar, she managed to maintain a death grip on the past.
The Gifted program exists to provide more academic opportunities for those who qualify as “gifted.” “’Gifted means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment’” (Quoted in “Gifted”). In order to make it into the program the student must show higher intellectual ability than the average student at his or her age, but what determines that factor? The student must take a multidimensional test and score in the 98th percentile. However, the most weighted part of the test remains an average IQ test. Intelligence test scores should not be the primary qualification for admittance into the gifted program. They should not remain the primary qualification because it allows the minorities and the economically disadvantaged to be underrepresented, it proves insufficient when compared to other means of testing, and it fails to accurately reflect a student’s intelligence.
His anecdotes presented in the article are appropriate in terms of his subject and claims. The author responds back to the naysayers by saying that people only look at the test scores earned in school, but not the actual talent. He says, “Our culture- in Cartesian fashion- separates the body from the mind, so that, for example we assume that the use of tool does not involve abstraction. We reinforce this notion by defining intelligence solely on grades in school and number on IQ tests. And we employ social biases pertaining to a person’s place on the occupational ladder” (279). The author says that instead of looking at people’s talent we judge them by their grades in school or their IQ score, and we also employ them based on these numbers. People learn more each time they perform a task. He talks about blue collared individuals developing multi-tasking and creativity skills as they perform the task they are asked to
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Retrieved April 14, 2004, from http://www.gifted.uconn.edu/rogers.html
What makes a person gifted has been debated historically and continues on today. The debate has been influenced by politics and culture, which impact how gifted children are educated. The three articles discussed in this paper explore the origins, development, social-emotional impact, and politics of giftedness.
As time went on pieces from Emily started to drift away and also the home that she confined herself to. The town grew a great deal of sympathy towards Emily, although she never hears it. She was slightly aware of the faint whispers that began when her presence was near. Gossip and whispers may have been the cause of her hideous behavior. The town couldn’t wait to pity Ms. Emily because of the way she looked down on people because she was born with a silver spoon in her mouth and she never thought she would be alone the way her father left her.
Overall Any Rand is an amazing individual with an amazing philosophy for living on earth. Through every novel she wrote she put her philosophy of objectivism as the centerpiece to each one. Rand wrote so much about wanting people to be selfish but to be selfish in a way where you follow reason not faith and you work hard to achieve a meaningful life. As well as making your own happiness your main priority and to learn from others by treating them as individuals. Ayn Rand was so dedicated to her philosophy and she devoted her life to get her view across to the people that in the end all she wanted was people to know that her philosophy was the key for living on earth day in and day out.
Ayn Rand was a great believer in the individualist way of life. Throughout the novel she convinced the audience that
As a historical figure, she challenged the minds of others. She made others think for themselves based on reason more than religion or belief. Rand has changed political aspects as well as writing aspects. She ta...
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec