Chapter 13:14 Gifted Talented ECSE - Chapter 13 Gifted and Talented The Quick Course Defining Giftedness and Talent Federal Definition Compared to

Chapter 13:14 Gifted Talented ECSE - Chapter 13 Gifted and...

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Chapter 13 Gifted and Talented: The Quick Course Defining Giftedness and Talent Federal Definition: Compared to children of their own age the child: Exhibits high performance capability Demonstrates outstanding intellectual, creative, leadership, and/or artistic achievement Excels in a specific academic field Needs services and activities not ordinarily provided by the school to fully develop those capabilities National Association for Gifted Children Individuals who demonstrate outstanding levels of aptitude or competence in one or more domains Characteristics The ability to rapidly acquire, retain, and use large amounts of information The ability to relate one idea to another The ability to make sound judgments Appreciate more than one and opposing points of view The ability to perceive the operation of larger systems of knowledge that may not be recognized by the typical person The ability to acquire and manipulate abstract symbol systems The ability to solve problems by reframing the question and creating novel solutions Characteristics for the highly gifted-those with IQ scores 3 standard deviations or greater above the mean (IQ>145); typically 130-135 though Intense intellectual curiosity Fascination with words and ideas Perfectionism Need for precision Learning in great intuitive leaps Intense need for mental stimulation Difficulty conforming to the thinking of others Early moral and existential concern Tendency toward introversion Individual Differences and Creativity Dimensions of Creativity Fluency Flexibility Novelty/originality Elaboration Synthesizing ability Analyzing ability
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Ability to reorganize or redefine existing ideas Complexity Prevalence and Historical Background Gifted and talented children are found across gender, cultural, linguistic, and disability groups comprise about 3-5% of the student population Historical Background Binet and Simon-developed means of separating groups of slow learners; Terman-translated these scales into English and refined them Identification and Assessment Comprehensive and equitable assessment include: Group and individual IQ tests and achievement tests Portfolios Teacher, parent, self, and peer nomination Extracurricular or leisure activities Proficiency/state tests Authentic performances and/or products Never only one form of assessment Educational Approaches The overall educational goal for gifted and talented students is the fullest possible development of every child’s demonstrated and potential abilities.
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