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Characteristics of Gifted Students
Common Characteristics
In preschool years, giftedness can be demonstrated by early physical development, early language development, and/or exceptional powers of observation and curiosity. While it is rare for a gifted child to exhibit all of the following characteristics, it is common for a gifted child to manifest many of them:
- Good problem-solving abilities
- Learns rapidly
- Extensive vocabulary
- Good memory
- Longer attention span
- Compassion for others
- Perfectionism
- High degree of energy
- Prefers older companions
- Wide range of interests (or narrow ones with intense focus)
- Interest in experimenting and doing things differently
- Unusual sense of humor
- Early or avid reader with greater comprehension ability with puzzles, mazes or numbers
- Seems mature for age at times
- Insatiable curiosity and persistence
- Intense concentration
- Perseverance in areas of interest
- May question authority
- Advanced sense of conscience, concern about the world
- Perceives abstract ideas, understands complex concepts
- Sees relationships
- May demonstrate intense emotional and/or physical sensitivity
- Exhibits creativity
Myth and Facts
- Gifted education and the "gifted" label are "elitist" because schools with gifted programs offer "special" treatment for smart kids that already have it all. Gifted education is, in fact, about meeting the academic and affective needs of students whose abilities and knowledge exceed what is being taught in the regular classroom.
- Gifted kids have "pushy" parents. In fact, parents of gifted children are often less inclined to make an issue of their children for fear of drawing attention and harming their child's school experience. Often, parents of gifted children may be reliving their own negative experience in school and simply want their child to be intellectually challenged each day in school.
- Gifted kids tend to be physically weak and unhealthy. Gifted children actually tend to be stronger, and have fewer illnesses. Many are outstanding athletes.
- Gifted kids are emotionally unstable and social misfits. The opposite is generally true. Many children fail to be identified by teachers because their outward behavior seems so normal. They are often very outgoing and can be outstanding leaders.
- Gifted kids are enthusiastic about school and academic work. Gifted children will, in fact, opt for "alternative" ways to demonstrate their intelligence and creativity, if not encouraged to do so in a school environment. Gifted students will often choose the easiest path to an "A" since the "A" comes so easily to them.
- Gifted kids are smart enough to learn by themselves. Gifted children require the same professional educational and emotional support as other children, but that support must be appropriate to their needs.
- Gifted kids are usually from upper middle class professional families. Gifted children are found in all socioeconomic groups in proportionate numbers.
- Gifted kids with the same level of intelligence have the same abilities and interests. Gifted children, like all children, are unique individuals and differ in their abilities, talents, and personalities.
- All children are gifted. All individuals are unique with their own relative strengths and weaknesses, but giftedness refers to extraordinary, exceptional, beyond-the-norm abilities and talents.
Bright Child -- Gifted Learner
| Bright Child |
Gifted Learner |
| Knows the answers |
Asks the questions |
| Is interested |
Is highly curious |
| Is attentive |
Is mentally and physically involved |
| Has good ideas |
Has wild, silly ideas |
| Works hard |
Plays around yet tests well |
| Answers the questions |
Discusses in detail, elaborates |
| Top group |
Beyond the group |
| Listens with interest |
Shows strong feeling and opinions |
| Learns with ease |
Already knows |
| 6-8 repetitions for mastery |
1-2 repetitions for mastery |
| Understands ideas |
Constructs abstractions |
| Enjoys peers |
Prefers adults |
| Grasps the meaning |
Draws inferences |
| Completes assignments |
Initiates progress |
| Is receptive |
Is intense |
| Copies accurately |
Creates a new design |
| Enjoys school |
Enjoys learning |
| Absorbs information |
Manipulates information |
| Technician |
Inventor |
| Good at memorizing |
Good guesser |
| Enjoys straightforward, sequential presentation |
Thrives on complexity |
| Is Alert |
Is keenly observant |
| Is pleased with own learning |
Is highly self-critical |
Culturally/Linguistically Diverse Students
Children of color, representing different ethnic, cultural and economic backgrounds, have been underrepresented in gifted and talented programs for a variety of reasons. In addition to the use of culturally biased identification tools and practices, cultural factors such as degree of risk-taking or questioning, the established practice of working to address the needs of the group and not the individual may stand as a barrier to student nomination. Students may be required to spend time in the home, assuming roles of responsibility or may mask their intellectual abilities at school to not be noticed. Interests of these students may include culturally related, not school-based activities.
Students from Poverty
Mobility rates may make it difficult to sustain identification procedures and services. Parents and students may not trust "special labels" of being identified with special services at school. Students may have limited self-expectations and may demonstrate behavior inconsistent with school perceptions of gifted characteristics.
Underachieving Gifted Students
Students who demonstrate through standardized measures a discrepancy between intellectual and/or creative ability or potential and academic achievement and/or creative productivity are considered to be underachievers. If giftedness is not nurtured, students may become bored, frustrated, and depressed with school activities. Often focus is on what students cannot do, instead of what a child can do. This may serve as a deterrent to engagement in school assignments.
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