1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
Gifted and talented children represent the other end on the continuum of academic, artistic, social, and scientific abilities. Just as the traditional curriculum is often inappropriate for the child with a disability, it also can be inappropriate for the child who is gifted and talented. The traditional curriculum may not provide the kinds of challenges the student who is gifted requires to learn most effectively. As a result, these students may represent the most underserved group of exceptional children
Numerous definitions of gifted and talented have been proposed and debated over the years. The first definitions focused solely on intellectual abilities as measured by IQ tests. More recent definitions have sought to encompass broader perspectives. The current definition has eliminated ÒgiftednessÓ as a descriptive characteristic and further de-emphasized IQ.
Evidence of how the definition has changed is found in the way talented children are identified and assessed. Current assessment approaches are multifactored and include data from a variety of sources including work portfolios, and teacher and peer nominations as well as traditional IQ and achievement tests. However, biases may still exist in the assessment process as evidenced by the underrepresentation of some minority groups.
Three common educational approaches for talented students are curriculum: enrichment, compacting, and acceleration. Enrichment experiences are those that let students investigate topics of interest in much greater detail. Curriculum compacting is compressing the instructional content so that academically able students have more time to work on more challenging materials. Acceleration is the general term for modifying the pace at which the student moves through the curriculum.
f the long-range needs of the society are to be met, it must capitalize on one of its most precious human resourcesÑchildren who are gifted and talented. Given the opportunities to reach their potential, many of these children will contribute to the quality of our collective future. Of more immediate concern, and perhaps even more importantly, the educational needs of these exceptional children must be met because they are deserving of an appropriate education.
Chapter Outline and Objectives
DEFINITIONS
1. List the components of the federal (IDEA) definition of talented children.
2. Compare and contrast the Maker, Renzullli, Piirto, and Sternberg definitions of giftedness.
CHARACTERISTICS OF STUDENTS WHO ARE GIFTED AND TALENTED
1. Define and provide examples of common behavioral characteristics of students who demonstrate outstanding abilities.
PREVALENCE
1 List the prevalence figures for children who demonstrate outstanding abilities.
IDENTIFICATION AND ASSESSMENT
1. Identify the components of a multifactored assessment.
EDUCATIONAL APPROACHES
1. Define and provide examples curriculum enrichment, compacting, and acceleration.
EDUCATIONAL PLACEMENT ALTERNATIVES
1. Describe the continuum of educational placements for students with EBD.
CURRENT ISSUES AND FUTURE TRENDS
1. Discuss the reasons for researchers de-emphasize giftedness.