Austin Boyett

Chapter Sixteen Outline

- There is not federal legislation that requires state or local education agencies to offer
special education services to gifted or talents students. As a result, smaller and less
wealthy schools may not offer these types of programs and services. Similarly, giftedness
and talent are widely defined. Each state may have their own definition and
“requirements” to qualify as gifted.
- Multidimensional model of intelligence – instead of measuring weaknesses, this model
measures strengths. This includes areas such as: musical, kinesthetic, linguistic, logical,
spatial, interpersonal, intrapersonal, and naturalistic.
- Giftedness has been associated with high general intellectual ability since its early
conceptions. From an IQ standpoint, scores between 125 and 140 may be considered
“gifted”.
- It is very hard to measure creativity, though, which is another layer of giftedness.
- There is no official cause for giftedness, but brain patterns have been a subject of
conversation of recent years. A dominant right-hemisphere of the brain is characteristic as
well as great connectivity betwixt multiple regions of the brain. Nurture may also play a
part. If the parents invest in accelerated learning, the child may develop this.
- Again, there is no official test for giftedness, so qualifications vary. Every school system
and state has their own way of diagnosing such things
- Differentiated instruction is to separate students who are gifted and instruct them
appropriately.
- Acceleration – progress through education rates at rates faster than or at ages younger
than one’s peers
- Curriculum extension – expanding curriculum for gifted students to cover topic in more
depth
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