Teaching the Gifted Student

Teaching the gifted student involves specialized educational strategies designed to meet the unique needs of individuals identified as gifted due to their exceptional intellectual, leadership, or artistic abilities. Definitions of giftedness can vary, but generally, these students are recognized for their ability to excel significantly in specific areas compared to their peers. The education of gifted students often necessitates differentiated programs and services, as traditional classroom instruction may not adequately challenge them, potentially leading to boredom and disengagement.

Approaches such as enrichment and acceleration are commonly used to foster the development of gifted students. Enrichment provides opportunities for in-depth exploration of subjects of interest, while acceleration allows students to progress through academic content at a faster pace than their peers. Additionally, educators are encouraged to utilize frameworks like Bloom's Taxonomy to tailor learning experiences that stimulate higher-order thinking. It is essential for teachers to possess training in identifying and instructing gifted students, recognizing their diverse backgrounds, and navigating the varying state and local policies that govern gifted education. Overall, addressing the educational needs of gifted students requires collaboration among educators, parents, and policymakers to ensure effective and equitable learning environments.

Published in: 2023

By: Phillips, Kerri

Subject Terms

Teaching the Gifted Student

Definitions of gifted vary, but most experts recognize that gifted students demonstrate a high level of intellectual, leadership, or artistic ability. In some cases, these students may be ill-suited for regular classroom instruction since they may become bored or disruptive. As the legal rights of individuals who are gifted are not protected by federal mandates, it is highly recommended that individuals become familiar with local and state policies for specific implementation procedures. Teachers should also be knowledgeable about the needs of gifted students and seek appropriate training.

Keywords Acceleration; Bloom's Taxonomy of Thinking; Enrichment Activities; Gifted; Individuals with Disabilities Education Act of 2004 (IDEA); Intelligence; Intelligence Quotient; Jacob K. Javits Gifted & Talented Students Act; Least Restrictive Environment; Pull-Out Services; Unbiased Assessment

Special Education > Teaching the Gifted Student

Overview

The provision of educational services in the United States for individuals considered to be gifted can be traced back to 1867 in the St. Louis, Missouri public schools (Heward & Orlansky 2022; National Association for Gifted Children [NAGC], 2005). In St. Louis, the practice of flexible promotion was initiated to promote students who excelled academically. Over the next forty years, programs implemented various promotion methods for individuals who are gifted. According to Heward and Orlansky (2022), the Cleveland program was established as an enrichment program for the gifted. This program has continuously provided services to the gifted since 1922 and is considered the longest running program for gifted education in the United States. The emergence of standardized intelligence tests in the early 1900s advanced the idea for education of the gifted. During this time, the most well-known and still used test of intelligence, the Stanford-Binet Intelligence Scale, was developed. Most modern tests use the Stanford-Binet to compare all intelligence tests.

Definitions of Gifted

Depending on the educational perspective, the definition of gifted can vary. In fact, there is disagreement over the definition of gifted (Baker & Friedman-Nimz, 2002; Coleman, 2004; Cramond, 2004; Jolly, 2005). However, Matthews (2004) stated that intellectual ability has been the hallmark of any definition of gifted since its early origins. Terman, who is considered the father of gifted education, defined gifted as performance in the top two percent on a standardized test of intelligence (Heward & Orlansky, 2022; Jolly, 2005; NAGC, 2005). In 1958, Witty described giftedness as having performance that is remarkable in any area (Heward & Orlansky, 2022), while others define giftedness as the top five percent of the population (Coleman, 2004; Cramond, 2004; Jolly, 2005).

Since the 1970s, definitions include the idea that intelligence alone does not define all the possible areas of giftedness (Coleman, 2004; Cramond, 2004; Heward & Orlansky, 2022; Jolly, 2005; NAGC, 2005). For instance, Coleman (2004) claimed that a consensus definition has existed since Marland's definition was first published in 1972. According to Coleman, the United States Commissioner of Education defined gifted as:

Gifted and talented children are those identified by professionally qualified persons, who by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program to realize their contribution to self and society. (as cited in Coleman, 2004, p.10)

Bonner and Jennings (2007) cited the definition provided by the United States Department of Education's (1993) National Excellence. A Case for Developing America's Talent report, which states that giftedness includes:

Children and youth with outstanding talent perform or show: the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capacity in intellectual, creative, and/or artistic areas, and unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the school. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. (as cited in Bonner & Jennings, 2007, p. 19)

Jolly (2005) provided the 2004 federal definition of gifted as:

The term 'gifted and talented students' means children and youth who give evidence of high-performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school to fully develop such capabilities (p. 38).

In examining the definitions provided, it is important to note that gifted individuals may exhibit abilities in some, or all, the areas discussed. Individuals who are gifted are not a homogenous group and may demonstrate characteristics in varying degrees and intensities. Also, while an individual who is gifted may not exhibit all the traits discussed; the presence of any of these characteristics is not necessarily proof that a child is gifted.

Characteristics of Gifted

Intellectual Abilities

Intellectual abilities typically mean high performance on a standardized intelligence or achievement test. A subjective intelligence quotient (IQ) score is not included in the federal definition. However, many states continue to use an IQ score as an identifying criterion for giftedness (Jolly, 2005). Research has shown that individuals who score high on standardized testing also perform well in all academic areas (Heward & Orlansky, 2022). However, a debate exists on the use of standardized intelligence or achievement tests as these tests are found to have bias in identifying minority students, culturally different students, and students from low socioeconomic backgrounds (Jolly, 2005).

A specific academic ability refers to exceptional performance in one or two specific areas of academics. For example, someone can perform exceptionally well in math but perform as their peers in English and science.

Leadership Abilities

Coleman (2004) stated that leadership abilities were included in the definition of gifted in 1972 by the United States Commissioner of Education. A simple definition of leadership is an individual who can persuade others through activities to achieve a goal. In terms of giftedness, these individuals have the interpersonal and intellectual skills to bring together groups of people (i.e., scientists and environmentalists) to solve problems that affect society (i.e., global warming). In other words, individuals with gifted leadership abilities implement solutions based on data and science (Heward & Orlansky, 2022). In the many variations of defining gifted, leadership continues to be upheld as a hallmark, like intelligence.

Exceptional Talent

An individual who is considered gifted in the visual or performing arts is considered a prodigy in music or dance. These are individuals who possess skills far beyond their developmental age levels.

While the federal definition is very broad based, many states choose to limit the definition of gifted to intellect, creativity, and leadership (Heward & Orlansky, 2022; National Association for Gifted Children [NAGC], 2005). Federal laws are comprehensive in how states can accept federal funds when identifying and serving individuals with disabilities. In contrast, individuals who are gifted experience great variations in eligibility for services defined by individual states.

Further Insights

Legal Issues with Gifted Education

In 1988, the Jacob K. Javits Gifted and Talented Students Act was passed by Congress to establish and provide model programs and/or projects for serving individuals identified as gifted (NAGC, 2005). However, the Act does not protect the legal rights of individuals considered gifted. Currently, federal laws exist only to protect the rights of individuals with disabilities. In fact, individuals with disabilities are assured a free, appropriate public education through the Individuals with Disabilities Education Act 2004 (IDEA 2004).

Individual states have the legal responsibility to establish and provide services to individuals who are gifted. As a result, individuals identified as gifted are provided highly variable services from state to state and in some states from one school district to another. Many states have mandated gifted services. In some states, a state definition and guidelines for services may exist. However, in other states, the local school district defines, develops, and implements guidelines for the district. Advocates for gifted education state the lack of a federal definition leads to a hodgepodge of definitions and services (Bonner & Jennings, 2007; Coleman, 2004; Cramond, 2004; Heward & Orlansky, 2022; Jolly, 2005; NAGC, 2005).

Due to the lack of a federal statute, readers are referred to their respective state and local department of education to determine legal regulations and policies for gifted education. Conflicting policies and procedures may exist and cause confusion. However, failure to understand and identify the inconsistencies may cause an individual to not receive services.

Positive & Negative Traits of Gifted

Giftedness can occur in single or multiple areas. With intelligence most often thought of as being a characteristic of gifted, positive, and negative traits can exist and be specific to the individual. Positive traits can include:

• Good language skills to express ideas and feelings;

• Rapid task completion;

• Minimum drill for learning;

• Independence in seeking out and obtaining new information for learning; and

• Steady academic progress.

Individuals who are gifted often demonstrate an independent willingness to learn, explore, and seek information on topics of interest.

In contrast, negative traits can include:

• A perception of being glib;

• Domination of discussions;

• Boredom by repetitive learning;

• Rebellion against rules, regulations, and standardized procedures, and

• Social isolation.

The negative and positive traits discussed provide only a cursory overview and include many of the stereotypes about individuals who are gifted. The important thing to remember is that individuals who are gifted should be allowed to be creative, develop content knowledge, and be afforded the opportunity to use and develop their knowledge, skills, or talents effectively.

Identification of Giftedness

The sole use of intelligence or achievement testing to identify individuals as gifted is not the identification method of choice. The biggest drawback for the use of this type of testing is the bias that occurs for individuals who are in the minority, and those who are culturally and/or socioeconomically diverse (Jolly, 2005). The reason for the bias is that the tests are not representative of the normative population. Thus, an over-identification of White, upper-class individuals occurs while other groups are underrepresented (Jolly, 2005).

To be identified as gifted, a variety of methods should be considered. These methods include:

• Intelligence scores,

• Achievement measures,

• Academic ability,

• Creativity measures,

• Leadership,

• Artistic talent, and/or

• Nomination by the individual or others familiar with the individual.

The types of formal measures and procedures used vary widely. In this regard, materials supplied by the ERIC Clearinghouse on Disabilities and Gifted Education; the National Association for Gifted Children [NAGC]; the National Research Center on the Gifted and the Talented provide in-depth information and resources on the various methods.

Typically, the first identifier of an individual who is gifted is observation by the teacher or parents. Teachers or parents often notice a difference between an individual who is gifted versus one that is high achieving (Kroninger, n.d.). For instance, a gifted child may only require one teaching repetition for mastery of a task where a high achieving child may require three to five repetitions for mastery.

Of course, the specific methods used depend on the guidelines in place in a particular state or local school district. Regardless of the method used to identify giftedness, it is imperative that no single test or procedure determines if an individual is gifted.

Segregated Classes or Regular Classes?

Typically, one thinks of individuals with disabilities when the focus is on special education or children who require special methods and materials to benefit maximally from an educational program. However, children who possess extreme intelligence and are considered gifted, represent the other end of the continuum in education. Many debates regarding providing and receiving educational services center around whether the child who is gifted should be educated in the regular classroom or in a segregated classroom (Baker & Friedman-Nimz, 2002). Many individuals who are gifted receive educational services using "pull-out services."

Since the federal government does not mandate services for gifted individuals, most gifted students are placed in regular classrooms. However, the traditional educational curriculum may be as detrimental to the individual who is gifted as it is to the individual with a disability (Heward & Orlansky, 2022). Although the regular classroom is typically considered the least restrictive environment (LRE), it could be considered restrictive for individuals who are gifted. For example, at the beginning of the year a child may already have the knowledge that classmates will learn during the year. Thus, the curriculum is restrictive, as it does not allow the individual to develop skills beyond its prescribed parameters.

In comparison to individuals with disabilities, an individual who is gifted needs highly trained teachers, special instructional materials and resources and alternative placement options, similar to individuals with disabilities. Many advocates for gifted education point out that all educational programs and placement options should be tailored to individual needs, regardless of ability.

Educational Approaches for the Gifted

In teaching individuals who are gifted, the two common educational approaches primarily used are enrichment and acceleration.

Enrichment is defined as allowing an individual to investigate in-depth topic(s) of interest (Heward & Orlansky, 2022). Enrichment should not be construed to mean that the individual engages in haphazard learning. Appropriate enrichment activities should be well planned, designed, and purposeful for meeting the educational goals of the individual.

Acceleration allows the individual to speed up the learning process. In other words, the individual is allowed to work above their age expectations in terms of learning content. However, the learning content is not modified for age. Heward and Orlansky (2022) provided examples of accelerated learning as skipping grades, early admission to school (i.e., elementary, high school, college); advanced placement tests; or allowing a student to independently move through a curriculum at their own learning pace.

Teaching Strategies for the Gifted

Using Bloom's Taxonomy

For the classroom teacher, placing an individual or two who are considered gifted in the regular classroom can cause frustration. Often these individuals complete class assignments before others. One way to challenge the student is that teachers can adapt curriculum materials by using Bloom's Taxonomy of Thinking (Heward & Orlansky, 2022; Kroninger, n.d.) For example, in a reading assignment about pirates, the teacher can incorporate the six levels—knowledge, comprehension, application, analysis, synthesis, evaluation—of Bloom's taxonomy. At the knowledge level, the student can name the oceans in which pirates traveled. Restating the story would target the comprehension level, while writing a story about pirates would target application. In terms of analysis, the individual could relate pirate ships with modern day ships. Synthesis of information could be to develop solutions to the problem of pirating. Finally, evaluation tasks could target why modern historians study and discuss the lives of pirates.

Homogeneous Grouping

Kroninger (n.d.) states that it is important that individuals who are gifted should be grouped together. Individuals could be grouped together in the specific academic areas in which they excel. Thus, children who excel in math could be grouped into an appropriate grade level based on their skills, while other children could be grouped together heterogeneously. While Kroninger admits this could be perceived as an elitist viewpoint, it affords the individuals who excel a challenge like the challenges the heterogeneous group encounters.

Other Strategies

Other examples of teaching strategies to use are developing learning centers, allowing independent study, and creating learning contracts. In any of these strategies, the teacher allows the individual to be autonomous and self-directed in their learning. By allowing this type of learning, the individual is responsible for implementing and evaluating their own learning along with the teacher.

Teachers

Heward and Orlansky (2022) state that teachers of the gifted must possess certain qualities to include:

• Openness to questioning and answers from students;

• Being well prepared for activities and lessons;

• Recognizing that the students may have a better command of a subject than the teacher; and,

• Have a variety of interests.

Regardless of the definition, legal mandates, teaching strategies or personal qualities, education of individuals who are gifted is not possible without trained and certified teachers. The teacher must be trained in research based educational practices and in understanding the social/emotional aspects of individuals who are gifted. Ultimately, the success or failure of an educational program rests on the shoulders of the teacher.

Conclusions

The identification of gifted will remain a challenge that requires collaboration among all stakeholders to be successful. Many feel that until there is a federal mandate, the provision of services to individuals who are gifted will continue to be varied across the United States (Jolly, 2005; NAGC, 2005).

In meeting the educational needs of individuals who are gifted, it is essential that the stakeholders recognize that the need exists to provide appropriate educational services to all children, regardless of ability (Baccassino, 2023). As public educational policy continues to be debated, so will the attitudes and beliefs of educators, in both special and regular education, and families regarding individuals who are gifted. Of primary importance is the establishment of procedures for identifying and instructing gifted females, minorities, culturally and/or socioeconomically diverse populations.

This paper provides a general overview of the practices for identifying and providing educational services to individuals who are gifted as well as a cursory introduction to the information available regarding definitions, characteristics, legal issues, evaluation methods, and teaching approaches used in gifted education. The most common approaches available for educational use are enrichment and acceleration. Additionally, it is highly recommended that individuals become familiar with local and state policy for specific implementation procedures, as federal law does not protect the legal rights of individuals who are gifted.

Terms & Concepts

Acceleration: Educational acceleration has been consistently used over the years in providing education to individuals who are gifted. The rationale for providing educational acceleration include allowing the individual to work at their own pace to promote and optimize learning; providing challenge in the academic setting; and, allowing the individual to progress through grade levels at a faster pace.

Bloom's Taxonomy of Thinking: Bloom's Taxonomy of Thinking is a hierarchical classification system used by educators to set objectives and skills for students. In other words, for learning to occur at higher levels skills and knowledge must be mastered at the lower levels.

Enrichment Activities: Enrichment activities are used for individuals who are gifted to enhance the individual's area of strength(s), such as science or math. Activities such as field trips and in-depth-studies are provided by "pulling-out" the individual who is gifted from the regular education classroom.

Individuals with Disabilities Education Act 2004 (IDEA 2004): IDEA 2004 is a federal law that continues to mandate special education and related services to individuals with disabilities from birth to twenty-one years.

Intelligence Quotient: An intelligence quotient (IQ) is typically referred to as an IQ score. An intelligence quotient score is obtained from a standardized test that purports to measure intelligence. Frequently, IQ tests and scores are used to predict an individual's success in educational activities. The most frequently used test of intelligence is the Stanford-Binet Intelligence Scale.

Jacob K. Javits Gifted & Talented Students Act: The program's purpose is to coordinate scientifically based research, projects, strategies to assist schools in meeting the needs of individuals who are gifted.

Least Restrictive Environment (LRE): The least restrictive environment is commonly defined as educating individuals with disabilities with their peers to the maximum extent possible in the regular classroom or extracurricular environment.

Pull-Out Services: Pull-out services are used with individuals who have disabilities as well as individuals who are gifted. The term pull-out means to remove the individual from the regular classroom for periods of time during the school day to provide educational services.

Unbiased Assessment: Unbiased assessment can be broadly defined as ensuring that procedures used during the evaluation process do not discriminate against an individual and the disability.

Bibliography

Ash, K. (2013). Gifted learners: Poised to 'join the conversation'. Education Week, 33, S32–S34. Retrieved January 2, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91792401

Baccassino, F., & Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1073007

Baker, B. & Friedman-Nimz, R. (2002). Is a federal mandate the answer? If so, what was the question? Roeper Review, 25(1), 5-10. http://doi.org/10.1080/02783190209554189

Bonner, F. & Jennings, M. (2007). Never too young to lead: Gifted African American males in elementary school. Gifted Child Today, 30, 30-36.

Coleman, L. (2004). Is consensus on a definition in the field possbonnerible, desirable, necessary? Roeper Review, 27, 10-11. Retrieved August 10, 2007, from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15691482&site=ehost-live

Cramond, B. (2004). Can we, should we, need we agree on a definition of giftedness? Roeper Review, 27, 15-16. Retrieved August 10, 2007, from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15691485&site=ehost-live

Daglioglu, H., & Suveren, S. (2013). The role of teacher and family opinions in identifying gifted kindergarten children and the consistence of these views with children's actual performance. Educational Sciences: Theory & Practice, 13, 444–453. Retrieved January 2, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=85466210

Heward, W. & Orlansky, M. (2022). Exceptional children: An introductory survey of special education (12th ed). Maxwell Macmillian Inc.

Jolly, J. (2005). Pioneering definitions and theoretical positions in the field of gifted education. Gifted Child Today, 28(3), 38-44. https://doi.org/10.4219/gct-2005-174

Kerr, B. A., Vuyk, M., & Rea, C. (2012). Gendered practices in the education of gifted girls and boys. Psychology In The Schools, 49, 647–655. Retrieved January 2, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=77604915

Kroninger, C. (n.d.) Identifying gifted learners: Gifted? Retrieved August 10, 2007, from http://www.learnnc.org/lp/pages/gifted0405-1

Matthews, M. (2004). Leadership education for gifted and talented youth: A review of the literature. Journal for the Education of the Gifted, 28, 77-113. Retrieved August 10, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=17221914&site=ehost-live

Resources. National Association for Gifted Children. Retrieved August 10, 2007, from https://dev.nagc.org/resources-publications/resources

Teaching the Gifted Student

On this Page

Subject Terms

Teaching the Gifted Student

Special Education > Teaching the Gifted Student

Overview

Definitions of Gifted

Characteristics of Gifted

Intellectual Abilities

Leadership Abilities

Exceptional Talent

Further Insights

Legal Issues with Gifted Education

Positive & Negative Traits of Gifted

Identification of Giftedness

Segregated Classes or Regular Classes?

Educational Approaches for the Gifted

Teaching Strategies for the Gifted

Using Bloom's Taxonomy

Homogeneous Grouping

Other Strategies

Teachers

Conclusions

Terms & Concepts

Bibliography

Suggested Reading