Giftedness:
Definitions, Prevalence, Categories, and Etiology
By Lisa Raine, Jasmine
Richardson, Karen Bravo-Elder, & Marjorie Riles
“Defining Giftedness is
a complicated and often controversial task and the definitions are continually
debated and modified” (Winzer, 2008, p. 280).
Definitions
Giftedness:
“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 education programs and/or services beyond normally
provided by regular school program in order to realize their contribution to
self and society” (Winzer, 2008, p. 281). “Having multiple forms and being
diagnostic, developmental, and process-oriented rather than static and narrowly
defined through an intelligence test. Giftedness is described as broad in terms
of academic ability, talent, social, and interpersonal skills, and even
vocational domains” (Bennet, et al 2008, p.134).
Academic
Ability: “Academic ability refers to intellectual ability
measured by performance on IQ tests and other standardized tests of academic
achievement” (Winzer, 2008, p. 284).
Creativity:
“Creativity
is a very special condition, attitude, or state of being that nearly defies
description” (Winzer, 2008, p. 285).
Talent:
“Talent refers to a specific dimension of a skill in areas such as music,
visual arts, drama, athletics, and particular academic domains” (Winzer, 2008,
p. 282).
Leadership:
“Leadership
is defined as the ability to effect positive and productive changes that are
self-enhancing or group-enhancing” (Winzer, 2008, p. 286).
Prevalence
“The lack of a
universally accepted definition of giftedness makes it very difficult to
estimate its prevalence in the population at large and in children and
youth. However we can reasonable assume
that only a small percentage of the population will show the traits of
giftedness, creativity, and talent.
Overall, giftedness is estimated to occur in 2 to 5 percent of
school-aged children” (Winzer, 2008, p. 287).
Categories
Depending on the
definition used to define giftedness, the categories may change. Typically the categories are: academic and
intellectual, creativity, talent, and leadership.
Etiology
“The effects of
heredity and environment are both important in the development of children who
are gifted and talented, but the relative contribution of the various factors
is not clearly understood” (Winzer, 2008, p. 287). “No race, ethnic group, or culture holds a
monopoly on giftedness. Yet the statistical probability of giftedness increases
when a child’s parents have higher than average intelligence and provide a
better-than average home environment” (Winzer, 2008, p. 288). “Other factors in
the environment that seem most clearly to affect the development of giftedness
are the values and expectations of the culture; the soci-economic level of the
family with accompanying nutritional and other health variables, attitudes, and
values; the number of children in the family; and the presence of environmental
stimulation” (Winzer, 2008, p. 288).
While this is all true and confirmed by studies and statistics, some
kids are just born with some inborn capabilities that are truly amazing and
astounding.
"The truly creative mind in any field is no more than this:
A human creature born abnormally, inhumanly sensitive.
To him...
a touch is a blow,
a sound is a noise,
a misfortune is a tragedy,
a joy is an ecstasy,
a friend is a lover,
a lover is a god,
and failure is death.
Add to
this cruelly delicate organism the overpowering necessity to create, create,
create - - - so that without the creating of music or poetry or books or
buildings or something of meaning, his very breath is cut off from him. He must
create, must pour out creation. By some strange, unknown, inward urgency he is
not really alive unless he is creating."
~Pearl Buck~
Bennet, S., Dwort, D.,
& Weber, K. (2008) Special Education
in Ontario Schools (6th ed.).4
St. Davids, Canada: Highland Press.
Winzer, M. (2008). Children With Exceptionalities in Canadian
Classrooms (8th ed.). Toronto,
Canada: Pearson Prentice Hall.
My father recently told me of a story he heard on the radio: a young boy was diagnosed with severe autism at the age of two. Doctors told his mother he would never read or tie his shoes. His mother refused to give up and took on her son's early education, as she believed the spec ed teachers were not providing what her son needed. At the age of 11, this same boy is ready for college, with an IQ higher than that of Albert Einstein.
ReplyDeleteHis diagnosis of "gifted" has its own set of challenges, I am sure, but much different from those of autism. I searched for this amazing story on google, and finally found it at http://www.nydailynews.com/life-style/health/autistic-boy-genius-iq-higher-einstein-article-1.1340923
Definitely a ' feel good' story reminding us to never give up on any child.
What a great story Andrea. It goes to show that no child "unteachable", no matter their exceptionality. This is something that we as EA's need to always keep in the back on our minds.
DeleteThanks for sharing Andrea!. It goes to show that all children are capable and are not limited to a disability. Even those without a diagnosed exceptionality have their challenges, but as EA's we need to reconize both the strengths and areas of need of all our students.
DeleteThis story is amazing! I always find it important to have little knowledge of the things a student apparently cannot do, because a student may act and react differently to each person they work with. Often times showing they can do more then expected when given the opportunity to try.
ReplyDeleteI often question if medical labels are tossed onto children to soon in their development. I strongly feel anything can be possible. In my placement I heard the words "He/she will NEVER..." I asked the EA's why they would say "NEVER". The responses I got..well.." I guess you never know, but it appears highly unlikely"...I would be angrily defensive if an EA was assisting my daughter and said the word "NEVER".I ask all of us to never lose the hope that inevitably can create little, and big, miracles..in our jobs, or our lives.
ReplyDeleteI totally agree with you Tammy! "Stupid" is a bad word in our house, and my husband always repeats what his parents told him, "there is no such thing as can't." I tell my children that school is a gift and to take everything they can from it and use it to reach their goals.
ReplyDeleteWe can all remember the teachers that made us feel amazing about ourselves, but, ironically I remember more about the one's that disappointed and discouraged me. I had an art teacher in high school (I loved art) who wanted to take me under his wing and "push me" as he put it. This conversation occurred when he pulled me out into the hall and stood far too close to me for my comfort zone. I was intimidated and didn't really give him an answer. Because he was unhappy with my response, he called me into his class after school and told me I should sign up for grade 12 general art the next year. I said that I wanted to go to grade 13 (yes it was still in existence then) and University. He told me that I was never going to make it to either one. I went to my guidance counsellor and asked him to get this teacher to leave me alone, and he did. Years later, I saw my teacher at a gallery opening and told him that I had completed university with a Fine Arts History degree (the same as him). He said, "Aren't we smart now?" I replied, "I always was."
Had I been a different person, who knows what impact this one person might have had on my self-image and choices. Positivity is so very important.
submitted by Lee Ann via Karen