Gifted Learners make up approximately two to seven percent of students in any class room. Is your child gifted? Unfortunately, assessment is rare. Approximately thirty percent of gifted students, predominately female, will find sufficient challenge and success in the existing school systems.
More often the teachers and parents fail to recognize the characteristics, with possibly unfortunate results. The lacking ingredients are: Inefficient training or awareness, shortage of funds to train the teachers or provide programs for identified students, and general myths of the definition of “gifted”. High IQ and high achievement are not the defining factors, but are usually present.
Definition of “Gifted”.
Well-meaning educators and parents might insist that every child is “gifted”. Quite true, and doubtless every child, (and adult) has gifts to offer that can be recognized and developed. Gifts of any description will flourish in a positive and appropriate environment. However a gifted learner is identified by learning styles and speeds, emotional connection, external perception. IQ test results may be high in many students. A rose is a rose, all are beautiful even though a few branch off the stem in a different direction. The singular most common trait is a highly developed and possibly peculiar sense of humour.
Were it so, identifying these children would be simple, but there is no typical gifted child. Specific talents and social environments give rise to varying personality patterns.
Traits of a Gifted Learner: (GL)
Keen sense of humour, sees humour when others may not. Though not all of the traits below will be applicable to each child, but evidence of a slightly “off the wall” humour is a distinct sign, and present in almost all assessed students.
Learns rapidly, with little repetition. Most students require repetition of information three times, a smaller percentage require exposure to the new concept twice, and gifted students usually only once. Researchers are discovering that “unlearning” is possible when information is overly repeated.
Can be early readers, and have a larger vocabulary. Not all students have this trait, Einstein is said not to have spoken clearly until age four.
Highly curious and inquisitive, usually high energy. Watch for children who ask an inordinate amount of questions on specific topics, who research intensely on highly eclectic and intensely focused interests, often beyond age peers… medieval castles, Egyptian writing, moth cocoons, aircraft motors. After exploring the topic with exhausting depth the subject may be dropped for a new challenge. The structure of one hour segments on each subject in usual classes leaves the GL frustrated.
High emotional sensitivity, often very compassionate, sees larger fears. In the earlier years of education gifted student are more likely to be bullied, harassed, and be sensitive to criticism. In a social environment this trait of giftedness makes for a quick awareness of inconsistencies, unfairness, and potential consequences. “Not that this student’s social life would have necessarily been all fun. Again, gifted children are often rejected by others, and they can be as hurt by social rejection as anyone. In fact, more so.” Dr. Elain Aron, psychologist.
Will resist non-democratic authority. The child who constantly asks, “Why?” will respond to authority with a similar question. Ironically, Air Cadets have a disproportionate number of GL.
Can Be Incorrectly Identified
Bores easily and may appear to have a short attention span. At the beginnings of any elementary school grade many GL will already know most of or the entire curriculum content. How can a child who already reads sit still for a teacher explaining, “This is an A?”
Cannot sit still when not absorbed in something interesting. This trait frequently leads to the false diagnosis of Attention Deficit Disorder and given unnecessary medication. May act like the class clown. GL who struggle in the early school system of “memorize to pass” flourishes in the post secondary education demand for more comprehensive achievement. However, another trait may be an exceptional memory.
May have hidden learning disabilities (double identified). GL who have dyslexia or dysgraphia or other learning issues may not be considered for assessment. “If the child can’t write how can s/he be bright?”
May be introverted; often late-bloomers. The child in the back of the class who appears to be daydreaming but submits excellent work, the student who is found reading while the others are rough-housing may be an unidentified GL
Identified in all groups and relate to other than peers
Are from all socio-economic, ethnic and national groups. Contrary to assumption, gifted learners are not only from the private schools or high income homes. Gifted children usually have gifted birth parents that may be more financially comfortable, and can therefore afford to support their children in training and education. A disproportionate number of inmates are gifted learners.
Usually relate well to adults and older children. Though emotional development may not equal intellectual development, GL tend to develop more relationships outside of their peer groups, due to a need for greater perception and intellectual demands
Perfectionism and Underachievement are often evident. Both traits can lead to incomplete work. GL have a high expectation of themselves and of peers. They recognize ineffective teaching and may refuse to complete “pointless” work. Underachievement creates the labels of “lazy” or “incompetent” and decreases the likelihood of assessment, even if available. Perfectionism stalls task completion resulting in failing marks. “There’s a 30% higher drop-out rate this (assessed) 2% of the population” said Leslie Lowe, teacher and co-ordinator of programs for gifted learners for 25 years.
Though they are across the spectrum from those students who have serious development challenges, these children have special needs. They need understanding and adaptations with the same acceptance that wheelchair bound students need ramps.
They feel “Different”.
Gifted children are aware early in life that they are “different.” Their ability for creative thought and perception of the world around them continues throughout their lives with or without assessment or labels. Giftedness can be recognized but not created. Great athletes, artists, musicians, philosophers, authors, scientists, leaders, and more, were gifted before their achievements, not after. Giftedness does not come without attendant difficulties and most definitely does not disappear. Defining and recognizing these young men and women is critical to prevent the immeasurable loss of personal acceptance and of contribution to the larger community.
Karen Bissenden - Karen Bissenden survived post secondary education with her curiosity and creativity intact and has written with varying degrees of ...
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