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What is Gifted Students

Chapter 1
Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms
Students who have skills and talents above the norm for their age group. Gifted students may have a higher IQ, leadership or visual or performing art skills, specific knowledge of a specific discipline, or demonstrate creative and original thought. Gifted students may have asynchronous development, demonstrate over-excitability, or be more sensitive to issues of social justice. Gifted students often pair their ability with commitment.
Published in Chapter:
Beyond the Stars: Experiences That Expand the Boundaries of the Classroom
Michael W. Kessinger (Morehead State University, USA), Kimberely Fletcher Nettleton (Morehead State University, USA), and Lesia C. Lennex (Morehead State University, USA)
Copyright: © 2020 |Pages: 19
DOI: 10.4018/978-1-7998-1400-9.ch001
Abstract
When students are identified for gifted services, one of the first questions asked by parents is, “What will my child be doing that is different from what is being done now?” The purpose of this first chapter is to provide a foundation as the reader proceeds through the following chapters in the book. The chapter presents the characteristics of gifted students along with the ways gifted services are delivered to students at various levels. This chapter, and actually the whole book, looks at ways to meet the needs of gifted students in the K-12 environment. Gifted students need instruction that enriches their conceptual attainment, helps them make connections and patterns between content areas, and develops an understanding of real-life applications of content. The growing availability of technological resources has empowered teachers to meet the academic needs of students and provide an enriched learning experience for all students. The wide range of software has provided gifted students opportunities to independently explore areas that would not be possible in the regular classroom.
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Chapter 9
Educating Highly Able Students from an African Perspective: A Focus on Indigenous Cultures of Zimbabwe's Views of Giftedness
Children and youths who, by virtue of their superior potential or demonstrated consistently outstanding ability to excel in one or more ability domains, would require special modifications of the regular school curriculum to function at their optimum level.
Published in Chapter: Educating Highly Able Students from an African Perspective: A Focus on Indigenous Cultures of Zimbabwe's Views of Giftedness; From: Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries
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Chapter 16
The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities
There is no universally accepted definition of giftedness, as there is no universally accepted definition of intelligence. Most definitions include some evidence of high achievement capability in different areas (e.g., intellectual, creative, artistic, academic, leadership, etc.) and who need additional support in order to fully develop those capabilities.
Published in Chapter: The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities; From: Handbook of Research on Classroom Diversity and Inclusive Education Practice
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