Program math children mental retardation forward this error screen to 64. Intellectual giftedness is an intellectual ability significantly higher than average.
It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions an intellectually gifted person may have a striking talent for mathematics without equally strong language skills.
The identification of giftedness first emerged after the development of IQ tests for school placement. Because of the key role that gifted education programs in schools play in the identification of gifted individuals, both children and adults, it is worthwhile to examine how schools define the term “gifted”. For many years, psychometricians and psychologists, following in the footsteps of Lewis Terman in 1916, equated giftedness with high IQ. This “legacy” survives to the present day, in that giftedness and high IQ continue to be equated in some conceptions of giftedness. Research conducted in the 1980s and 1990s has provided data which support notions of multiple components to intelligence. The many different conceptions of giftedness presented, although distinct, are interrelated in several ways. In Identifying Gifted Children: A Practical Guide, Susan K.
There is a federal government statutory definition of gifted and talented students in the United States. The term “gifted and talented” when used in respect to students, children, or youth means students, children, or 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 in order to fully develop such capabilities. 74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29. IQ scores can vary for the same person, so a person does not always belong to the same IQ score range each time the person is tested. IQ score table data and pupil pseudonyms adapted from description of KABC-II norming study cited in Kaufman 2009. Many schools use a variety of assessments of students’ capability and potential when identifying gifted children.
These may include portfolios of student work, classroom observations, achievement tests, and IQ test scores. Most educational professionals accept that no single criterion can be used in isolation to accurately identify a gifted child. One of the criteria used in identification may be an IQ test score. IQ classification varies from one publisher to another.
IQ tests do not have validity for determining test-takers’ rank order at higher IQ levels, and are perhaps only effective at determining whether a student is gifted rather than distinguishing among levels of giftedness. While many people believe giftedness is a strictly quantitative difference, measurable by IQ tests, some authors on the “experience of being” have described giftedness as a fundamentally different way of perceiving the world, which in turn affects every experience had by the gifted individual. This view is doubted by some scholars who have closely studied gifted children longitudinally. Characteristics and attributes associated with giftedness varies across cultures. While intelligence is extremely important in Western and some other cultures, such an emphasis is not consistent throughout the world. For example, in Japan, there is more of a value placed on an individual’s motivation and diligence. When Japanese students are given a task, they attribute success to factors like effort, whereas American students tend to attribute success to ability.
May perform poorly on paper-and-pencil tasks in an artificial lab setting. May perform poorly on a culturally biased test, especially if not their own. Have test anxiety or suffer from stereotype threat. It has been said that gifted children may advance more quickly through stages established by post-Freudian developmentalists such as Jean Piaget. According to DMGT theory, “one cannot become talented without first being gifted, or almost so”. If the Theory of Multiple Intelligences is applied to educational curriculum, by providing lesson plans, themes, and programs in a way that all students are encouraged to develop their stronger area, and at the same time educators provide opportunities to enhance the learning process in the less strong areas, academic success may be attainable for all children in a school system. The most common criticism of Gardner’s MI theory is “the belief by scholars that each of the seven multiple intelligences is in fact a cognitive style rather than a stand-alone construct”.