gifted

STUDENTS

INCLUSION II
SEPT. 23/14
JENNA CHISHOLM
EMILY IVES
JILL MATHESON
MEG SAWLER

A Presentation on Gifted & Exceptional Students for Inclusion II

The Basics: Definitions &
Characteristics

There is no universal definition

except the understanding that
being gifted means to be
superior in some way to the
average.
Sidney Marlands Definition:
Gifted and talented children are
those identified by professional
qualified persons who, by virtue
of outstanding abilities, are
capable of high performances.
These are children who require
differentiated education programs
and/or services beyond those
normally provided by the regular

Worth a read....

IQ 154!

school program in order to

realize their contribution to self
and society.
There are 4 classifications of
giftedness: Gifted, Creative,
Talented, and Leadership.
Common Characteristics: wide
range of abilities, verbal fluency,
work independently, divergent
thinking, high motivation,
creative, curious, organization
and planning skills, multiple
interests, and a keen sense of
humour - BUT it is different for
every individual!
Approximately 2% of the
disabled population is gifted.
Ability to absorb concepts and
apply them, students can typically

master content 2-3 times faster

and typically spend 25-50% of
class time waiting for peers.

IQ Levels of Gifted
Moderately Gifted
Highly Gifted
Superior

IQ 130+
IQ 150+
IQ 180+

McLeans Magazine Canada wrote the following article title, Mensa Babies in 2012,
(http://www.macleans.ca/society/life/mensa-babies/), about how being gifted is becoming
easily recognizable at a very young age. Anthony, one of the children in the article was
administered an IQ test at the age of 2 years and 8 months by a child psychologist and results
showed he had an amazing IQ of 154 at such a young age! The Canadian national average
IQ for an adult is 99...

Strategies
Adapted from
________________________,
here are some strategies that
teachers can try with our
gifted students to maximize
their learning in our
classrooms, and create an
intellectually stimulating and
inclusive environment. Its
important to remember that
not all strategies will be the
best fit for all students, so try
multiple and get to know what
works best for your students!

Each student

will respond

differently!

Sophistication

Independent/
Tiered

Ability Group

Provide students with theories

and concepts which underly
course content.

Students select topic and

teacher gives extension tasks.

Pair students of similar

intellectual levels to help
provide emotional and social
support and intellectual
stimulation.

Novelty

Telescoping

Mentoring

Allow students to explore

curriculum from a new
perspective.

Using overlap of curricula in

multiple grades, actually
completing two curricula in
one year.

Partner students with a

community member so they
can explore skills and
knowledge hands-on!

Authentic
Problem Solving

Compacting

Open Ended

Teacher provides assignments

and students can work on
unfamiliar material and then
advance to enrichment
activities.

Provide students options so

they can complete an
assignment designed and
based upon their learning
interests.

Apply knowledge/skills to
unique situation in their own
lives.

Social, Emotional & Ethical

Behavioural Characteristics

Myth that gifted students are more

prone to mental disease but tend
to be as well if not more adjusted
than their peers.

There is an assumption that when

gifted children are not challenged
they become disruptive in the
classroom. This may be true in
some cases but is not true in all
cases just as with all children.

Their social development is on a

continuum from modestly gifted to
extremely gifted and the different
social problems they may have.
Tend to develop a strong concern
for right vs wrong.
There is an underrepresentation of
minority and economically
disadvantaged students but this
may be contributed to the different
definitions of gifted as they are
different in different cities. What
we value as gifted might not be
recognized in their culture.
Gifted students can typically read
sooner/more advanced, more
skilled at critically evaluating facts
and arguments, and can reason
out problems more efficiently.

Students who are identified as

gifted tend to be perfectionists and
critical of themselves and others.
Students who are identified as
gifted have been quoted saying
that they are impatient with the
class routines, bored, and
frustrated in class because they
are spending time learning things
they already know.
It has been found that gifted
students lack rebellion, contrary to
popular myths.

For more interesting facts and

classroom resources, check out the
following websites:
www.mensacanada.org
www.teachersfirst.com/gifted
www.bced.gov.bc.ca/specialed/
gifted/
www.giftedstudy.org/resources/
educators/links.asp