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Highly Gifted

This document discusses the characteristics and needs of highly gifted and very young gifted children. Highly gifted children have IQs of 160 or above, reach milestones more quickly, and have an in-depth understanding of specific topics. They may have difficulty finding appropriate challenges in regular or gifted classrooms. To address their special needs, the document recommends providing instruction at a faster pace, opportunities to interact with intellectual peers, and increased awareness from society of their differences from traditionally gifted students. Practical methods include combining gifted classrooms with subject and grade acceleration, parent involvement, visits to college campuses, mentors, and teaching interpersonal skills.

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147 views2 pages

Highly Gifted

This document discusses the characteristics and needs of highly gifted and very young gifted children. Highly gifted children have IQs of 160 or above, reach milestones more quickly, and have an in-depth understanding of specific topics. They may have difficulty finding appropriate challenges in regular or gifted classrooms. To address their special needs, the document recommends providing instruction at a faster pace, opportunities to interact with intellectual peers, and increased awareness from society of their differences from traditionally gifted students. Practical methods include combining gifted classrooms with subject and grade acceleration, parent involvement, visits to college campuses, mentors, and teaching interpersonal skills.

Uploaded by

api-290507434
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Highly and/or Very Young Gifted

General description:

IQ of 160 or above
Reach milestones more quickly
Harder to identify because they try to conform to the social norm
In-depth understanding of a specific topic
Extremely active, but not hyperactive, and more emotional
Discrepancies among their development

Differences in the highly gifted and traditionally gifted:

Higher IQ
Dont do as well in the regular classroom with a pull-out program
Have difficulty finding challenges in a gifted class
Have trouble finding compatible peers
Show emotional intensity

Special needs:

Instruction must be given at a faster pace


Interaction with peers of the same intellectual ability
Difficulty controlling emotions
Issues with identifying with age level peers
Require increased awareness from society because of their differences from
traditional gifted students

5 practical methods to address special needs of highly gifted:

Combination of congregated gifted classrooms (subject and grade


acceleration)
Parent involvement with child and school to support both the child and the
teacher
Visit college campuses to interact with students and professors
Match appropriate mentors according to students interests or strengths
Teach interpersonal and intra-personal skills

References
Gross, M. (1999). Small Poppies: Highly Gifted Children in the Early Years. Retrieved
from http://www.davidsongifted.org.
Gross, M. (1994). Factors in the Social Adjustment and Social Adjustment and Social
Acceptability of
Extremely Gifted Children. Talent Development, 2, 473-476.
Retrieved from
http://www.davidsongifted.org/db/Articles_id_10028.aspx.
Kearney, K. (n.d.) The 10 Most Commonly Asked Questions about Highly Gifted
Children. Highly Gifted
Children. The Hollingworth Center. Retrieved from
http://www.davidsongifted.org/db/Articles_id_10093.aspx.

Highly and/or Very Young Gifted


Kearney, K. (2014, September 10). What is Highly Gifted? Exceptionally Gifted?
Profoundly Gifted? And
What Does It Mean? Retrieved from
http://www.hoagiesgifted.org/highly_profoundly.htm.
McCullough, P. Carol. How can my Gifted Program Improve the Identification and
Instruction of Students
from Underrepresented Groups? McCullough and Messer
Educational Consulting.
Roedell, W. (1984). Vulnerabilities of Highly Gifted Children. Roeper Review, 6(3),
127-130.
Retrieved from
http://www.davidsongifted.org/db/Articles_id_10065.aspx.

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