Study Session 1

MEANING AND DEFINITION OF GIFTEDNESS

 Introduction
One common fact about human beings is differential abilities. Human beings are not
equally endowed physically, mentally and psychologically. While some are highly
physically or mentally endowed; some are either averagely or poorly endowed. Such is what
we find in classroom situations. Learners in a conventional classroom possess
different cognitive, affective and psychomotor abilities. This is what both the regular
and special education teachers handle to ensure adequate educational attainment.
When students are either extremely intellectually, physically or have psychomotor
endowment, such children are either being gifted or talented or combine both attributes.
In essence, gifted and talented children have very superior abilities and strengths that
cannot be adequately nurtured in the regular classroom with the curriculum designed for
average learners.
 Objectives
At the end of this session, students should be able to:
1.1 Define giftedness correctly
1.2 Identify at least five characteristics of the gifted and talented
1.3 Mention the meaning of creativity, critical thinking and curiosity
appropriately
1.4 Write short note on the causes of giftedness

Key words
Giftedness, creativity, curiosity, critical thinking, task commitment, intelligence

Definitions of Giftedness:
Some of the definitions such as that by National Association for Gifted Children (NAGC, n.d.)

defines gifted individuals are those who demonstrate outstanding levels

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of aptitude (defined as an exceptional ability to reason and learn) or competence (documented

performance or achievement in top 10% or rarer) in one or more domains. Domains include

any structured area of activity with its own symbol system (e.g., mathematics, music,

language) and/or set of sensorimotor skills (e.g., painting, dance, sports). Whereas definitions

such as that by Gagné (1985), in his The Differentiated Model of Giftedness and Talent

proposes a clear distinction between giftedness and talent. In his model, the term giftedness

designates the possession and use of untrained and spontaneously expressed natural abilities

(called aptitudes or gifts) in at least one ability domain to a degree that places a child among the

top 10% of his or her age peers. By contrast, the term talent designates the superior mastery

of systematically developed abilities (or skills) and knowledge in at least one field of human

activity to a degree that places a child's achievement within the upper 10% of age-peers who

are active in that field or fields. His model presents five aptitude domains: intellectual,

creative, socioaffective, sensorimotor and "others" (e.g. extrasensory perception). These

natural abilities, which have a clear genetic substratum, can be observed in every task

children are confronted with in the course of their schooling.

A child is described as being gifted when such a child exhibits exceptionally high abilities in
more than one area of human endeavours. Specifically, giftedness refers to abilities in
academic subjects such as science, mathematics and languages where as talented refers to
abilities in art, music, design, sports, etc.
Definition:
Who is a Gifted Person?
The term ‘gifted and talented children” means:
children and whenever applicable, youth, who are indentified
at the pre-school, elementary or secondary level as possessing demonstrated or
potential abilities that give evidence of high

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 performance capability in areas such as intellectual, creative, specific
academic or leadership ability or in the performing and visual arts
and who by reasons thereof require services or activities not ordinarily
provided by the school
(Marland, 1972).

Renzulli, (1978) in Clark (2008) came up with three conceptions to define giftedness.
According to Renzulli, persons who have achieved recognition because of their
unique accomplishments and creative contributions possess a relatively well-defined
set of three interlocking clusters of traits which consists of above average (though not
necessarily superior) general intellectual ability, task commitment and creativity.

Task
Above commitments
average ability
Gifted behavior

creativity

Diagram of Interlocking Rings

Renzulli further emphasized that no single cluster makes giftedness, but (that)
giftedness is the interaction among the three clusters.

1.1 Characteristics of the Gifted and Talented Children

Gifted and talented persons display some of the following attributes. However, all the
attributes are associated with giftedness and talents. These include:

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  Extraordinary quantity of information, unusual retentiveness.
 Advanced comprehension.
 Unusual varied interests and curiosity.
1. High level of language development.
2. Unusual capacity for processing information.
3. Accelerated pace of thought processes
4. Flexible thought processes.
 Comprehensive synthesis.
5. Early ability to delay closure
6. Heightened capacity for seeing unusual and diverse relationship.
 Integration of ideas and disciplines.
7. Ability to generate original ideas and solutions.
 Early differential patterns of thoughts processes (e.g. thinking in
alternative, abstract terms).
8. Early ability to use and form conceptual frameworks.
 An evaluative approach towards self and others.
9. Unusual intensity, persistent goal directed behaviour.
10. Leadership ability.
11. Self-confidence, etc. (Clark, 2008).
1.2 Other Characteristics of Gifted and Talented Persons
The characteristics of gifted and talented persons are as multifaceted as there are
different gifted individuals. However, the interplay of most of these characteristics in an
individual makes for easy identification of the person as gifted and talented;
 Creativity: Gifted and talented persons are very creative. They are innovative
and inventive. They like creating something new or modify the existing one,
just for the fun of change.
 Critical Thinking: This is the ability to consider different aspects of an issue.
Gifted and talented persons tend to see beyond the normal eye and hear
beyond the normal ear. They always give a second thought to issues and
try to look at it from unconventional angles. They reason out things.

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 Curiosity: This is the eagerness to know through taking a second and
closer look at situations and things and asking penetrating questions.
Gifted children always want to know the ‘whys’ and ‘hows’ of things,
thereby tend to ask excess questions during learning situations.
 Contempt for Routine: Routine has to do with the repetition of the same
activity the same way or the sameness of things overtime. To the gifted
and talented, sameness and repetition or routine activities are boring and
not challenging. It makes them feel redundant and that is what they don’t
like. They want and love challenges and find it difficult to cope with routines.
 Dependability: This can be likened to being consistent or trust worthy.
Gifted and talented children are non-conforming and have strong sense of
character. They stick to assignments until it is finished; they are goal
oriented and ethical. They can be depended upon by group members.
 Dexterity: Most gifted and talented children have the ability to perform a
difficult action quickly with the hands to the amazement of others. They
are skilled in the use of their hands and like involving in practical
assignments of complex nature.
 Empathy: Gifted children have the ability to share someone else’s feeling
or experience through high imagination. They are fond of reaching out to
help others. They can easily get involved in other peoples problem in order
to bring solution. They are sensitive to the feelings of others.
 Endurance: Most gifted and talented persons have the tendency to remain
calm when under pressure. They are not easily bordered by complexity of
task; rather, they are goal oriented.
 Early Maturation: Most gifted and talented matures earlier than their
chronological age mates. In most cases, they are taller, heavier,
stronger or healthier than their mates to the extent; they are mistaken to be
older.

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 High Sense of Humor: Most gifted and talented persons have a good
sense of humor. They are jovial and like playing pranks on others. They
are outgoing and make friends easily. They can go out of their way to
make people laugh.
 High Verbal Prowess: Gifted and talented persons possess the ability to
think in words and use language in complex ways. They display a high
level of verbal ability. They possess above average vocabulary. This ability
also reflects in their high level of reading and comprehension. They talk
like adults and make friends with older persons.
 Long Attention Span: GT focuses and concentrates on topics or ideas for
long period of time. They are self-motivated in academics and other
learning situations till the end. They demonstrates high interest in learning
through repeated questions on the ‘whys’ and ‘hows’ or causes and
effects of things.
 Leadership Ability: The outgoing nature of GT coupled with their verbal
prowess, goal orientation and eagerness to be involved in solving
problems, endear them to group members. So, they are easily made
group leaders while they are always willing to serve others.
 Problem Solving: Most Gt are motivated by challenges. They demonstrate
eagerness to be involved in solving problems and achieving results. They
possess unusual insights into problems and the more complex a task is, the
more interested they are. They have the ability to generalize and transfer
learning.
 Adventure Seeking: Most GTs are adventurous. They like taking risk and
trying out new things and ideas. They are fascinated by challenges and
oddities. They enjoy being involved in complex situations. They are both
“searchers” and “researchers” of nature, events and occurrences.
 Adaptability: GTs are known to blend easily with new environment and
situation. They adapt easily to new learning and social

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 situations. They learn fast and make friend easily. They fit into groups
without difficulties.
 High Self-Esteem: Most GTs have a strong sense of self. They
demonstrate positive self-image in their body carriage and actions. They
are concerned about ethical issues and experience great stress from failure.
They have preference for relating with those who can keep pace with them.
 High Mental Power: Most GTs demonstrate high level of intelligence in
mastering difficult subject matter (both concrete and abstract), recalling of
information, application of varied thinking and reasoning skills well above
their age mates.
 Versatility: Most GTs are versatile. They are good at many things. They
are engaged in many things and have wide range of interest. They can
function in many areas. They can change easily from one activity to the
other.
 Task Commitment: They give their best and do their best in any task or
venture where they are involved. They have the tendency to be absorbed in
projects and assignments until results are achieved. They do not give up
easily even when solution is not certain. Their tendency to personalize
group work makes them to keep doing a difficult task even when others
have resigned.
1.3 Causes of Giftedness
Giftedness can summarily be described as a product of both nature and nurture.
Heredity and environment are the key factors of giftedness. Genetic endowment nurtured
in a stimulating environment creates opportunity for high intellectual development
which produces giftedness.

 In this study session, we have learnt the meaning of giftedness

mentioning some of its definitions. We also discussed the characteristics of
gifted individual. We concluded by examining the causes of giftedness.
SELF ASSESSMENT QUESTIONS (SAQs) for study session 1.
1. What is giftedness

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2. Identity the characteristics of gifted learners
3. What to understand by the following: creativity, curiosity and task
commitment
4. Write short notes on the causes of giftedness

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 STUDY SESSION 2

Identification of the gifted and talented

Introduction

Teacher as facilitator of education is faced with the formidable task to identify and address

the needs of each student in the classroom. When teachers effectively identify gifted students,

they will be able to identify the student’s area(s) of giftedness, describe the student’s level

of giftedness and state the student’s fields of talent. Effective identification will therefore lay the

foundation any gifted education programme that will succeed.

Objectives

At the end of this session, students will be able to:

1. Identify the 2 major strategies for identification purpose

2. Different between the means adequately

3. Mention at least 2 administrative strategies for gifted education

Keywords: assessment, formal, informal, acceleration, enrichment, test

2.1 Identification Strategies

There are two main assessment carried out for the identification of types giftedness
and talents which are further subdivided into various approaches. These are:
(1) Formal Assessment and;
(2) Informal Assessment
2.1.1 Formal Assessment: Under the formal assessment, standardized
assessment tools/tests are administered on the testees. These include:
1. Individual Intelligence Tests: As the name suggests, this test is
administered to an individual testee at a time. It provides factual information
about the intellectual ability of the testee. These tests

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 include:
(i) Wechsler Intelligence Scale (WISC)
(ii) Slosson Intelligence Test (SIT)
(iii) Written and Oral Reading Test (SORT) etc.
2. Group Intelligence Tests: These tests are essentially good for screening. The
tests are administered to more than one person at a time. These tests include:
(i) The California Test of Mental Maturity.
(ii) Otis-Lenon School Ability Tests etc.
Achievement Tests: Achievement tests are employed to assess students’
ability or performance after being exposed to classroom instruction or
lesson.
Creative Tests: These are tests designed to assess an individual’s
creative ability – such tests include:
(i) Ibadan Creativity Assessment Scale (ICAS)
(ii) Torrance Test of Creative Thinking (TTCT)
(iii) Guilford Tests.
(iv) Creative Attitude Survey.
(v) Group inventory for finding talent etc.

2.1.2 Informal Assessment

(a) Nomination Forms: These could be from teachers, the principal, the
counselor, the psychologists, parents, peers, the students in question, or any
other who work with the students.
(b) Teacher’s Reports of student functioning: including intellectual, physical,
social, and emotional functioning, learning style, and motivation.
(c) Family History and Student Background: provided by parents – including
historical and developmental data on the students, the health and medical record
of the student and the family, the educational and occupational backgrounds
of the parents, description of the family units, anecdotes of the student at
home that indicate unusual capacity and early development, family activities and
interests and the student’s

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 extracurricular activities and interests.
(d) Peer Identification.
(e) A student present level of Self-Concept, values, interests and attitudes towards
school and out-of-school activities.
The student’s work and achievements and multidimensional testing, both traditional
and non-traditional (Clark, 2008).
For best results, none of these data should be, used alone; instead, all should be used in
combination as part of the data bank for the identification process.
1. Mildly or Basically Gifted 115-129

2. Moderately Gifted 130-144

3. Highly Gifted 145-159

4. Exceptionally Gifted 160-179

5. Profoundly Gifted 180+

Source: Gifted Canada Newsletter, 2001.

3.1 Administrative and Curricular Modifications used in Gifted and Talented Education
Programmes
In curriculum models designed for gifted learners, a combination of
enrichment, acceleration, and ability grouping is needed.
4.1 Enrichment: Enrichment refers to additional disciplines or areas of learning not
normally found in the regular curriculum, using more advanced or in-depth material to
enhance the core curriculum, or expanding the teaching strategies used to present
instruction.
4.2 Acceleration: Acceleration is the speeding up of the educational programmes of the
gifted and talented children. When the programme of a student is
accelerated, such a student graduates earlier than his colleagues. Acceleration can take
many forms, including:
(i) Early entrance to formal schooling, whether at the kindergarten or
university level.
(ii) Moving through age-graded classes in less time by skipping grades,

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 completing cross-age grouped or non-graded classes in 2 rather than 3 years, or
taking advanced placement courses and;
(iii) Moving through curriculum materials, skills and concepts at an
accelerated rate which could include compacting the curriculum,
telescoping content or receiving credit by examination (Clark, 2008).

Why Acceleration?
(i) Acceleration is a necessary response to a highly gifted students’ faster pace of
learning (Silverman, 1995).
(ii) Examination of research literature reveals that acceleration contributes to
academic achievement. No negative effects on social and emotional
developments have been identified. If adjustment problems occur, they tend to be
minor and temporary in nature (Feldhuse, Proctor and Black, 1986) cited in
Mangal, 2009).
(iii) One of the practical benefits of acceleration is that it is both time and cost
effective for the school personnel to implement (Swiatck & Renbow, 1991 in
Mangal, 2009).
(iv) Researches have shown that those children who have been accelerated have
adjusted as well as or better than the children of similar ability who have not
been accelerated (Mangal, 2009).
For this study session, we have learnt the identification strategies for identifying
the gifted. We also discussed some of the administrative strategies.
SELF ASSESSMENT QUESTIONS (SAQs) for study session 1.
5. What are the 2 means for assessing the gifted
6. Differentiate between the 2 above
7. Briefly mention the meaning of the following: acceleration, enrichment
8. Write short notes on the causes of giftedness

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 STUDY SESSION 3
Administrative and Curricular Modifications used in Gifted and Talented Education
Programmes (continued)

Introduction
Enrichment which is a varied and richer educational experience for the gifted which helps to
broaden the scope of the curriculum has been greatly explored in order to ensure
differentiation curriculum. What are some of the reasons while it is vital?
Objectives
At the end of this session, students will be able to:
1. Describe enrichment correctly
2. Write concise not on grouping by ability and need
3. Mention 5 roles and the teacher and the school in curriculum enrichment
4. Identify at least 4 curriculum modifications for the gifted
Keywords: Enrichment, grouping by ability, tiered assignment, open-ended
assignment,

3.0 Why Enrichment?

Enrichment stands for seeking full inclusion and integration of the gifted children in the
mainstream, without needing much environmental or instructional alteration in the regular
classroom settings. It enriches the curriculum experiences for getting the gifted children richer
in terms of gaining more knowledge and skills, satisfying their varied interests and acquiring
necessary attitude, ways of thinking and problem solving. Effective implementation of
enrichment programmes require that teachers and school authorities may work to provide the
following for the gifted and talented learners in their schools:
(i) Asking them to work on some special assignments (falling within or outside
their syllabus).
(ii) Making them work on independent project (by clearly laying down its purpose,
direction and specified outcomes) so that it won’t result in haphazardness or
frustration.
(iii) Providing them good library references for extra in-depth study of the subject
and monitoring their independent library reading.

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(iv) Asking them to prepare aid materials, improvised apparatuses and
appropriate models helpful in proper conceptualization and application of the facts
and principles related to school environment.
(v) Encouraging them for their explanation, experimentation and independent
research work by providing facilities in laboratories, workshop and other
innovative work places.
(vi) Providing opportunities for the development of their giftedness and talents
through the various curricular activities, e.g. opportunity for creative and
artistic expression and talent promotion through the activities in the areas of
music, dance, drama, quiz, sports and games, debates and decimation, etc.
(vii) Providing opportunities for them to get first-hand information about the facts and
pressure related to their areas of interest and subjects of study.
(viii) Assigning them special responsibilities for playing a leadership role or the
ability to organize things, helping in the preparation of reports and presentation
of their outputs before others.
(ix) Making arrangement of various hobbies, classes and specialized courses
for the gifted children at the off hours or in vacation days.
(x) Making it possible for the gifted children to have access of the guidance and
monitoring of the talented persons in the community settings for developing
their conceptual and performance skills related to their areas of giftedness in a
real-life setting.
(xi) Helping them in the promotion of their ability of their analytical thinking,
originality, proving the facts of the curriculum and independent problem solving
by avoiding vigorous and meaningful memorization.
(xii) Getting the gifted children motivated or providing them opportunities for
demonstrating their consistent remarkable performance in their area of
giftedness by organizing or participating in competitions, conferences,
science and technological fairs and exhibitions at the local, state, regional,
national and international level (Mangal, 2009).
When this is done, the programme of the gifted and talented children should be so
enriched in terms of contents and methods of delivery. This will

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 facilitate the gifted children to:
(i) Find something new and challenging to them.
(ii) Provide opportunities for the development of their giftedness and talent.
(iii) Meet their demands of knowing more and giving deep in the subject.
(iv) Provide opportunity for their inventiveness and creative expression.
(v) Helping them in seeking proper opportunity for the development of their total
personality without being isolated from the mainstream of their age peers and
overall.
Evolve a school programme that is beneficial to the average and the gifted learners
without interfering in the development of each other (Mangal, 2009).
4.3 Grouping by Ability and Need
Grouping by ability and need is a provision that allows students to be placed with
other students of similar ability so that their learning can be facilitated. Implementation
can be clustering within a regular class, special classes, special schools, magnet
programmes, school, or summer school enrichment classes, pull-out or resource room
programmes, in which gifted students are separated for a given period of time during
school hours and then return to the regular programme are another example (Clark,
2008).
Grouping alone is insufficient to have significant effect on achievement. The
curriculum content and processes must also be modified so as to be more appropriate
to the gifted learner (Clark, 2008).
Modelling or Mentorship: This is the practice of using professionals in the
area of interest of the gifted to assist the gifted in their endeavour. Mentoring gives the
gifted and others the opportunity to increase their self-esteem, self- confidence and
builds skills for employment training and education.

3.1 Curriculum Modifications for Gifted and Talented Students

Educating those who are gifted and talented requires flexibility on the part of the teacher
and the implementation of choice for the students. Gifted students are heterogenous
population with varying strength and weaknesses. An entire classroom of gifted
learners may only share the characteristics of “having an unusually advanced degree
of general intellectual ability and

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 nothing more. As such, those who teach students who are gifted in the regular
classroom or otherwise must be flexible in both instruction delivery and
demonstration of student knowledge.
Below are typical modification strategies to address the needs of gifted learners. It is
the combination of all the modification strategies that is needed for gifted learners. Each
modification strategy is not a total curriculum program for gifted students.
3.1.1 Tiered Assignments
Tiered assignments refer to assignments that are graduated or tiered by level of
difficulty or completeness. Creating a tiered assignment in either a self- contained or
regular classroom allows for all levels of learners to complete the same assignment to
the best of their ability. Creating an assignment in this manner allows the teacher to
present content at varying levels of complexity as well as allows students to present
their knowledge in varying ways of complexity. An example of tiered assignment in
younger grades given in Hutchinson and Martin (2012) would be to have one group of
students investigate the magnet properties of various household objects while another
group of students could add the complexity of determining the effect of magnet size
on magnetic strength. In this way, both groups of students are learning about magnets
at their varying levels of understanding and comprehension.
3.1.2 Open-Ended Assignments
Open-ended assignments refer to giving the student choice as to how far they take
their own learning, making them both responsible and accountable for their own
education. In this way students can be given choice of both assignment content and
product deliver. An example of an open-ended assignment would be to have students
research their favourite animal. All students may provide information of diet and habitat
but the option for gifted learners to go a step further in their research, in terms of
making cycles, destruction of habitat for example, as well as the ability to present
their knowledge in a unique way allows for the potential knowledge of the further
depth and breadth needed for gifted learners.
3.1.3 Enrichment (independent Study, Independent Research, Sophistication of

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 Projects)
Enrichment is the modification most used in programs for gifted and talented learners
at the elementary and secondary level (Clark, 2008) and refers to adding
disciplines or areas of learning not ordinary found in the regular curriculum.
Enrichment encourages gifted students to focus on the upper levels of Bloom’s
Taxonomy-analysis, synthesis and evaluation in their learning. Independent study
falls under the category of enrichment along with individually chosen projects to match
the interest of the gifted students. The introduction of research skills and critically
thinking skills along with multi- disciplinary connections are often taught as a way to
enrich the program for the gifted learners. Enrichment is theoretically the least expensive
method of meeting some of the needs of gifted learners. However, it has the potential to
become nothing more than more work for the student and as such, it is only effective
when used in conjunction with other methods as part of a differential curriculum plan.
Examples of enrichment include allowing the students to complete an independent
project and display their findings around the school (a gym poster, a presentation etc),
allowing students to display their work in a more sophisticated means (as a flyer, in a
spreadsheet for data, as a website or video), and allowing the student to research a
topic independently at the library or on a classroom computer.

For this study session, we have discussed enrichment and the roles of teachers and schools in
enrichment for the gifted. Similarly, we explained curriculum modification.

SELF ASSESSMENT QUESTIONS (SAQs) for study session 1.

9. What are the 2 means for assessing the gifted
10.Differentiate between the 2 above
11.Briefly mention the meaning of the following: acceleration, enrichment Write
short notes on the causes of giftedness

SAQ FOR STUDY SESSION 3.

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1. Justify the inclusion of enrichment in the administration of gifted education
2. Explain how the gifted can be grouped based their abilities and needs
3. Make a case for curriculum modification in gifted education

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 STUDY SESSION 4
Learning Environment for the gifted
Introduction

Some gifted children with exceptional aptitude may not demonstrate outstanding levels of
achievement due to environmental circumstances such as limited opportunities to learn as a
result of poverty, discrimination, or cultural barriers; due to physical or learning disabilities; or
due to motivational or emotional problems. This dichotomy between potential for and
demonstrated achievement has implications for schools and for gifted students. It pertinent
therefore to put in place all things which facilitate an emotionally, socially and academically
conducive environment of learning for the gifted.
Objectives
At the end of this session students will be able to:
1. Write short notes on the role of stimulating learning environment for the gifted
2. Mention 2 specific ways to foster stimulating learning environment for the gifted
3. Identity 5 challenges facing the needs of the gifted and talented
Keywords: Learning environment, intellectual peers, individualised education plan,
maladaptive behaviour

4.0 Learning Environment and Curriculum for the Gifted

According to the National Association for Gifted Children (NAGC, 2010)
learning environments for the gifted should foster personal and social responsibility,
multicultural competence and interpersonal and technical communication skills for
leadership in the 21st century to ensure specific student outcomes. As such, educators
should be well advised to understand the needs of gifted and talented students for both
solitude and social interaction. In addition they need to consider the needs of gifted
students in diverse settings such as rural environments and others (Va-Tassel-Baska
and Hubbard, 2016).

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 Establishing an appropriate learning environment is necessary for effective delivery of
appropriate instruction for gifted learners (Thomas, 2010; Van- Tassel-Baska
and Hubbard, 2016). Specifically, the following implementations are
recommended (Maker et al, 2015); be learner-centered; encourage student
independence; be open and flexible to new ideas, processes, and new
information; accept varied perspectives; include varied and complex resources and
multiple tools; employ varied grouping, which allows students to choose with whom
to work and how; and enable freedom of movement whereby students are allowed in,
out and within the classroom at will.

Learning atmosphere must be a comfortable non-threatening environment. This

encourages flexibility and openness, and supports and offers legitimization
for the exceptional and the different. There must be supportive and encouraging relations
between children and teachers; emphasis must be placed on the children’s satisfaction.
The learning environment must be an intimate, family-like place. This is where gifted
children can flourish and where there will be growth of knowledge.

O’Reilly states that An educational environment must be created to allow them to maximise

their potential in both academic and social contexts. Terman and Oden (1959) concluded that

high ability students often never made use of their superior ability and factors other than their

intelligence often affected their life success. Gagné (1993) gave added weight to social and

emotional factors being very important in the development of gifted children. Whybra (2000)

identified the major needs of gifted and talented children as recognition of their ability and

understanding of their social and emotional needs. A stimulating environment should be created

for the gifted and talented by:

1. Ensuring that these students are challenged academically in their classes.

Because, too often in school they are not stretched by the regular curriculum

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 and this can lead to boredom and frustration. By enabling the environment that

challenges them at a level appropriate to their abilities the students can become

stimulated and motivated to achieve to their potential.

2. By making sure that gifted students find a peer group that allows them to become more

comfortable with their ability in the classroom. This does mean they should be isolated

rather they should be allowed to meet up with peers who share a similar academic

ability. This will have huge impact, as they will find people who they can discuss

things with and who they can be comfortable with being themselves.

3. Placing them in environments where the gifted students are accepted as individuals.

Their individuality means that these students have a unique way of looking at things

and different ways of absorbing new information; this individuality should be

celebrated and they should be encouraged to think for themselves.

4.2 The Needs and Challenges of the Gifted and Talented Learners

Apart from the basic needs by all children, which include security, love,
belongingness and social acceptance, the gifted learners have the following
additional needs:
1. Intellectual Peers: In order to truly thrive, gifted and talented students need
peers who are like them. The duo are bound to gain from their academic
interactions.
2. An understanding of the gifted mind. Both parents and teachers of the gifted
should understand the nature of the gifted and talented individuals. Their
behaviours and attitudes as a result of their nature should not be misconstrued
to be rudeness or taken to mean something negative. If misunderstood, it
causes discouragement which can lead to underachievement.
3. Academically Appropriate Challenges: The gifted and talented

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 individuals need to be provided with adequate academic challenges. This is
what will enhance their intellectual growth or development.
4. Individualized Education Plan (IEP): The gifted and talented individual should
be provided with an IEP, based on a thorough assessment of the students
strengths and needs. That is, the strengths and needs that affect the students
ability to learn.
4.3 Challenges:
1. Hostile Attitude of others towards giftedness. Gifted and talented individuals
are always subjects of envy. Their regular colleagues envy their intellectual
prowess and so pose a threat to their intellectual development by antagonizing
them, labeling them and describing them as “out of tune”, thus subjecting them to
being a subject of ridicule and entertainment.
2. Social Rejection by Peers: When a child is gifted, naturally, the child attracts
higher attention to him/herself. In this case, the child feels superior to his
other regular colleagues, thus becoming proud and somehow arrogant or
aristocratic in attitude, lazy and worthless. On the other hand, the other
children become jealous of the gifted child. They reject his/her superiority and
begin to isolate the child.
3. Classroom Maladaptive Behaviour: The culture of the regular classroom
setting is quite different to what should be provided for the gifted child. It’s
possible for the gifted to learn very fast, rapidly and understands complex task
very easily. This is contrary to the regular classroom practice, where teacher
has to break academic tasks into simple steps and simplify every complex
concept therein for the learners to understand. Teachers’ efforts to satisfy
the regular students may not go down well with the gifted, may then decide
to engage themselves with other activities different to what the teacher and the
whole class are doing. This behaviour may be perceived in negative term, thus,
considering the gifted child as being rude and un- cooperating in the class.
4. Challenges Arising on the Account of Misdiagnosis: Gifted children may be
misdiagnosed as a result of exhibiting some characteristics

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 which are also similar to some behaviour disorders. Most common among
such includes: Attention-Deficient Hyperactivity Disorder – (ADHD),
Oppositional Defiant Disorder (ODD), Obsessive Compulsive Disorder
(OCD), Mood Disorders, Depression and Bipolar Disorders (Webb, etal,
2004). Such behaviours like restlessness, inattention, impulsivity, high
activity level, day dreaming, often demonstrated by gifted children in their
early years may be misinterpreted to mean symptoms of ADHD.
In the same vein, power struggling or arguments with parents and teachers,
intensive questioning, trying to do things always in a different way by the gifted
child may lead to being misdiagnosed as being suffering from Oppositional
Defiant Disorder (ODD).

In this session we examined the learning environment that can foster giftedness and
talent. We looked at the specific ways by which a stimulating learning environment
can be ensure. Conclusively we discuss the needs and challenges facing gifted and
talented education.

SAQs for SESSION 4

1. What the features of a typical learning environment for the gifted and talented?
2. Highlight some of the needs and challenges confronting the education of the gifted
and talented

References
NAGC standards (2010) Pre-K-grade 12 gifted programming standards. Available at:
http://www.nagc.org/sites/default/files/standfards/k- 12%20programming%20
standards.pdf.
Van-Tassel-Baska, J. and Hubbard, G. (2016) Classroom based strategies for advanced
learners in rural settings. Journal of Advanced Academics 27:285- 310.
Clark, B. (2008) Growing up gifted. Developing the potentials of children at home and at
school (7th editio) Upper Saddle River, N.J. Prentice Hall.

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O’Reilly, C., in Chris M.,M., (Eds) (2006). ‘Maximising potential – both academic and social–
emotional, Routledge Taylor & Francis Group, London.

Silverman, I. K. (1995) The universal experience of being out-of-sync-keynote address for

the 11th world conference on Gifted and Talented children, Hongkong.
Mangal, S. K. (2009) Educating exceptional children. An introduction to special education.
New Delhi: PHI Learning Private Limited.
Hutchinson, N. L. and Martin, A. K. (2012) Inclusive classroom in Ontario schools (1st
edition) Pearson Canada.
Webb et al (2004) factors that influence academic achievement and attitudes.
http://www.researchgate.net.
NAGC (2010) Pre-K-Grade 12 Gifted Programming Standards at
http//www.nagc.org/sites/default/files/standards/k-12%20programming.pdf.
Van-Tassel Baska and Hubbard (2016) Classroom-Based strategies for advanced learners in
rural settings. Journal of Advanced Academics 27 (4) 285-310.
Maker, J. Zimmerman R., Alhuzaini, A. et al (2015) Real engagement in active problem
solving (REAPS): an evidence-based model that meets content, process, produce
and learning environment principles recommended for gifted students: APEX: The
New Zealand Journal of Gifted Education 19 (1). Available at www.gifted
children.org.nz/apex.