11

Rationale of gifted educationRationale of gifted education

•Gifted students are a national Gifted students are a national resource vital to the social interest resource vital to the social interest and security.and security.• Gifted students have the right to Gifted students have the right to differentied education that is differentied education that is especially appropriate for them.especially appropriate for them.•Regular school curriculum does not Regular school curriculum does not meet the needs of the gifted.meet the needs of the gifted.

22

• Discrepancies between intellectual and Discrepancies between intellectual and emotional development of the gifted need emotional development of the gifted need special caring.special caring.

• Sub- groups of gifted children probably will Sub- groups of gifted children probably will be lost if special services not provided (child be lost if special services not provided (child prodigy, learning disabled, underachievers, prodigy, learning disabled, underachievers, handicapped….).handicapped….).

• Individual differences when so wide in the Individual differences when so wide in the classroom will be out of the teacher’s control.classroom will be out of the teacher’s control.

• Gifted education makes a positive impact and Gifted education makes a positive impact and change in favor of all school students.change in favor of all school students.

33

Definition of GiftednessDefinition of Giftedness

Gifted and talented children are those Gifted and talented children are those identified by professionally qualified persons identified by professionally qualified persons who by virtue of outstanding abilities are who by virtue of outstanding abilities are capable of high performance. These are capable of high performance. These are children who require educational programs children who require educational programs and/or services differentiated beyond those and/or services differentiated beyond those normally provided by the regular school normally provided by the regular school program in order to realize their contribution to program in order to realize their contribution to self and society.self and society.

44

Definition of GiftednessDefinition of Giftedness

The term “gifted and talented”, when used with The term “gifted and talented”, when used with respect to students, children, or youth means respect to students, children, or youth means students, children, or youth who give evidence students, children, or youth who give evidence of high achievement capability in areas such as of high achievement capability in areas such as intellectual, creative, artistic, or leadership intellectual, creative, artistic, or leadership capacity, or in specific academic field, and who capacity, or in specific academic field, and who need services or activities not ordinarily need services or activities not ordinarily provided by the school in order to fully develop provided by the school in order to fully develop those capabilities. (Titel LX, Part A, Section those capabilities. (Titel LX, Part A, Section 9101(22), p.544)9101(22), p.544)

55

Five Domains of Giftedness & Five Domains of Giftedness & TalentTalent

1.1. General intellectual abilityGeneral intellectual ability

2.2. Specific academic ability Specific academic ability

3.3. Creative/ productive abilityCreative/ productive ability

4.4. Psychosocial/ leadership abilityPsychosocial/ leadership ability

5.5. Visual/ performing arts abilityVisual/ performing arts ability

66

Gagne’ model

Giftedness domains Catalyst Fields of talent

Intellectual

Creative

Socio-affective

Sensormotor

Environmental family

Interests

Motivation attitudes

School

AcademicTechnical

Artistic

Interpersonal

Athletic

77

EnrichmentEnrichment

Involves modifying the curriculum by adding Involves modifying the curriculum by adding breadth (i.e., new topics that are not at an breadth (i.e., new topics that are not at an advanced grade level) or depth (i.e., doing advanced grade level) or depth (i.e., doing more with the same information that other more with the same information that other students are learning). Enrichment does not students are learning). Enrichment does not advance the gifted student beyond his or her advance the gifted student beyond his or her grade level.grade level.

88

AccelerationAcceleration

Involves allowing the gifted student to work Involves allowing the gifted student to work above his or her grade level by increasing above his or her grade level by increasing the pace of instruction and/ or skipping the pace of instruction and/ or skipping formal coverage of material the student formal coverage of material the student already knows.already knows.

99

CounselingCounseling

Individual counseling and small group Individual counseling and small group discussions are needed to help gifted and discussions are needed to help gifted and talented students deal with their unique talented students deal with their unique emotional, social, and academic difficulties. emotional, social, and academic difficulties. Parents may need counseling to cope with Parents may need counseling to cope with their children’s intensity, sensitivity, or their children’s intensity, sensitivity, or perfectionism. perfectionism.

1010

Hala is Jordanian a child prodigyHala is Jordanian a child prodigy Her Stanford- Binet IQ is (165)Her Stanford- Binet IQ is (165) She can solve arithmetic problems up to 5She can solve arithmetic problems up to 5 thth grade grade

level.level. She can read daily newspapers.She can read daily newspapers. She can read & write some English She can read & write some English

This is a real caseThis is a real caseShe has not been admitted to 1She has not been admitted to 1stst grade because she grade because she

was (5) years and (5) months.was (5) years and (5) months.What can her parents do?What can her parents do?

1111

Harold BrownHarold Brown

At age 15: Graduated from Bronx high school, At age 15: Graduated from Bronx high school, NY.NY.

At age 18: Graduated from Columbia Uni., At age 18: Graduated from Columbia Uni., NY.NY.

At age 21: Earned his Ph.D. in physicsAt age 21: Earned his Ph.D. in physics

(US. Secretary of Defence under President (US. Secretary of Defence under President Carter). Carter).

1212

Norbert wienerNorbert wiener

At age 11: Graduated from a village high At age 11: Graduated from a village high school, MAschool, MA..

At age 14: Graduated from Tufts collegeAt age 14: Graduated from Tufts college

At age 18: Earned his Ph.D. in math. From At age 18: Earned his Ph.D. in math. From Harvard (professor of math. at MIT, Harvard (professor of math. at MIT, developed the science of cybernetics)developed the science of cybernetics)..

1313

“ “To have the intellect of an adult and the To have the intellect of an adult and the emotion of a child in a childish body is to emotion of a child in a childish body is to

encounter certain difficulties”encounter certain difficulties”

(Hollingsworth, 1942, p. 282)(Hollingsworth, 1942, p. 282)