Characteristics of the Gifted Learner

Social and Emotional Needs of the Gifted

Six Subtypes of Giftedness by Betts and Kercher (1999)
1. The successful gifted are
conforming, achieving, and
perfectionistic. While admired and like
by peers and adults, they need to
develop risk taking, assertiveness, and
intrinsic motivation.

2. The challenging gifted are creative,

but frustrated, bored, rebellious, and
lean toward power struggles. They
need greater self-awareness, selfcontrol, flexibility, and sense of group
belonging as well as support for their
creativeness.

3. The underground gifted are

insecure, shy, and quiet, and have poor
self-concepts. They may be unrecognized
as gifted, or else viewed as conformers
and poor risk takers. They need more
self-awareness, self-acceptance,
interaction with gifted peers, and
independence in making choices.

4. Gifted (potential) dropouts are

resentful, angry, explosive, and burned
out because the system has not met
their needs for many years. Adults may
see them as airheads or even
druggies. Self-esteem is low. They
need a close working relationship with
an adult they can trust, supplemented
with individual and family counseling.

5. The double-labeled gifted may have

a learning disability, a physical
disability, or an emotional disturbance.
They have low self-esteem and feel
frustrated, powerless, and angry. Adults
and peers alike may see only the
disability and view them as of average
ability or weird. Such gifted students
require coping skills, emphases on
strengths, skill development, and a
support group of adults and peers who
reinforce their giftedness.

6. The autonomous gifted have a good

sense of self and accept both their
strengths and weaknesses. They are
enthusiastic, intrinsically motivated,
and psychologically healthy. They are
admired and viewed as responsible by
adults and peers. They require support,
advocacy, and facilitation and
opportunities for developing their gifts
and talents.