Giftedness

Code 80
Definition:
The Ministry of Education (2001) defines giftedness as An unusually advanced degree of
general intellectual ability that requires differentiated learning experiences of a depth and breadth
beyond those normally provided in the regular school program to satisfy the level of educational
potential indicated
Traditionally its defined as children who achieve cognitive intelligence
scores in the upper 95th percentile.
o Students who are gifted often require differentiated instruction
to meet their exceptional learning needs.
Students who are gifted and talented demonstrate, or have the
potential to demonstrate, exceptionally high capability with respect to
an exceptional ability to learn, create or perform
They may demonstrate extraordinary intensity of focus in their
particular areas of talent or interest. However, they should not be
expected to have strengths in all areas of intellectual functioning.
Giftedness may be evident in these areas:
o Linguistic
o Logical-Mathematical
o Spatial
o Musical
o Kinesthetic
o Interpersonal
o Naturalistic
o Technological
Giftedness also accompanies its own unique issues, specifically in
areas of development. Students who are gifted may face issues such
as:
o Perfectionism
o Underachievement
o Uneven or Asynchronous development
o Learning Difficulties
When students that are gifted have a learning disability (LD)
simultaneously are known as students that are Twice Exceptional.
o Because a LD may hide a students giftedness or a students
giftedness may hide a LD they are often overlooked or hidden
A child who is Gifted/LD is "simply one who exhibits great talent or
strength in certain areas and disabling weaknesses in others" (Baum,
1989, as cited in Bees, 2009)

Observable Behaviors:
Every person has specific skills and interests. People that are gifted
have the same individualistic system of skills and interests although theirs
are a bit more to an extreme. Therefore, these students behaviours and
abilities will be extremely individual.
Some common behavioural tendencies for students with giftedness
include:
o Perfectionism
Possibly resulting in: never feeling satisfaction, setting
unrealistic goals/expectations, feeling inferior or defeated
if they do not meet the aforementioned expectations,
unwilling to try new things for fear of failure, compulsive
behaviours
o Underachievement as a result of boredom at school (giftedness
at home but schooling falls far below cognitive ability)
Possibly resulting in: Poor self-image, feelings of anxiety,
desire to fit in with their peers, desire to rebel, or become
apathetic.
May seem disruptive or withdrawn in the classroom.
Engage in power struggles with students.
o Asynchronous development (uneven developmental rates)
These tendencies can increase with the students degree
of giftedness, and can make students vulnerable to
feelings of frustration and/or social isolation.
demonstrate different maturity levels in various situations,
which could result in difficulties adjusting emotionally and
socially
o Learning Difficulties or being twice exceptional can cause
students to feel inadequate or feelings of failure when
exceptional in one area and struggling in another.
This vulnerability can be an easy target for bullying or
isolation from
their peers.

Teaching Strategies:
There are ways to possibly aid students with giftedness in the classroom, some would be:
Learn as much as possible about students that are gifted, having the
knowledge to avoid creating an over or under cognitively demanding
lessons or expectations.
It may be helpful to educate all your students on what being gifted
means and what it is to promote peer understanding and inclusion.
o This can combat students that are gifted from feeling a need to
fit in, while combating isolation from peers because of possible
behavioural tendencies mentioned previously.
Set a Meeting with the Student that is gifted, their guardian(s), and the
schools principal / super. In this meeting it is imperative to learn or
develop pre-existing accommodations for the student. This might be an
IPP or how to expand the students work either through depth of
understanding or by differentiated workload.
Relate new information or concepts to their interests and
strengths/abilities
Make activities more complex
Modify Outcomes
Increase variety and or quantity
Develop criteria for assessing:
o critical thinking,
o evaluating,
o decision making
Provide opportunity for collaboration
Provide rationales for tasks and lessons
Encourage students to assume responsibility by creating opportunities
and letting them carry out responsibilities without interference or
enabling

Resources:

Parents Canada
o http://www.parentscanada.com/preschool/is-your-child-gifted
Learning Disabilities Association of Ontario
o http://ldatschool.ca/assessment/gifted-students-with-lds-what-teachers-need-toknow/

Learn Alberta
o http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/d
evelopmental_considerations.pdf
Alberta Education
o https://archive.education.alberta.ca/media/525558/ipp92.pdf
Handbook for Teachers: Gifted and Talented Students (2013)
Newfoundland and Labrador Department of Education p 18
o http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publicati
ons/TeachingStudentsGiftedTalented.pdf