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=**Academically Gifted Children**=

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**Table of Contents**

 * 1) What Defines an Academically Gifted Student
 * 2) Signposts Along the Way
 * 3) Cultural and Gender Variations
 * 4) Gifted Students with Learning Disabilities and Gifted Underachievers
 * 5) Pros and Cons of Academically Giftedness in the Classroom
 * 6) Differentiation in the Classroom
 * 7) Resources
 * 8) Bibliography

**1. __What defines an Academically Gifted Student__**
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The definition of giftedness in students is culture-bound; thus, the definition that a culture assigns to giftness will reflect the dimensions that that particular culture values. Traditionally, giftedness was equated with having a high IQ score, but giftedness has multiple forms, some of which cannot be measured on a scale or test. Currently, the identification of a gifted student is based upon their performance rather than on test results. The method of basing giftedness on performance rather than test results recognizes the nature and importance of gifts and talents in the arts, vocational domains, social-interpersonal, psychomotor as well as academic-intellectual domains of giftedness. Every province and territory will have its own definition of giftedness, and in Alberta Education System, it is as such: Exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
 * general intellectual
 * specific academic
 * creative thinking
 * social
 * musical
 * artistic
 * kinesthetic

Looking only at specific academic giftedness, what is noted about these students is a strength in a particular subject (e.g. mathematics), they are best identified through subject-matter tests meant for older students, and they benefit through opportunities for subject-specific content acceleration and research in their passion areas. Academic-intellectual gifted students will often display strength in the following subject areas:
 * Science
 * Mathematics
 * English/Language Arts
 * Social Studies
 * Languages

**2. __Signposts Along the Way__**
According to "The Journey" a publication distributed by Alberta Educatiuon, there are several "signs" that may be noted in Academically Gifted children, Teachers who are observant of their students may gain some indication that a child is gifted if the child is exhibiting some of these behaviours:
 * 1) High intelligence becomes appearent while the child is still quite young
 * 2) Students tend to:
 * Work quickly
 * See abstractions, patterns and alternative view-points in everyday objects and concepts
 * Generate their own explainations, theories and ideas for problems posed to them
 * Devise unique solutions for problems
 * Have strong interests
 * Demonstates a high level of curiosity
 * Is highly self-directed and independent
 * Is very perceptive of other's feelings
 * More emotionally sensitive than most of their peers
 * Shows a tendency toward perfectionism
 * Prefers adult company
 * Is out of synch with their classmates

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**3. __Cultural and Gender Variations__**
According to a disertation by Wen-Chuan Hsueh (1997), Academic Giftedness is looked upon differently between cultures, particularly by the students themselves. When academically gifted American and Taiwanese students were observed, and their views on intellegence, goals, and preferences of style of mathematical problems varied drastically.

It has also been observed that gender played less of a role in the Tiawanese students than was noted in the American students. It was the American girls who had the strongest belief that ability is stable and therefore not within their control. They therefore avoided challenges more than any other student groups of various cultures. It was also observed that in American students, that academically gifted girls did not tend to achieve the same level of achievement as the academically gifted boys. The reason for this is still unclear.

The views of parents on student success also varies between cultures. In was observed that American parents tend to attribute succes of their children towards innate ability and producing results, where as Chinese parents tend to emphasize effort, and saw ability as under the control of the student.

**4.** **__Gifted Students with Learning Disabilities and Gifted Underachievers__**
While it can be easy to spot some gifted students in the classroom, there are two types of gifted students that often go unreconized due to the fact that there is something else masking their giftedness, which makes identification difficult. These two groups are the Gifted-Learning Disabled (GLD) and the Gifted Underachievers. The characteristics that are commonly found in GLD students are split into two categories: learning disabilities and gifted. What can happen is either the gifted characteristics mask the learning disability characteristics, or the learning disability characteristics mask those of giftedness.

The characteristics that are expressed in GLD students and fall under learning disabilities are:
 * frustration with inability to master certain academic skills
 * uneven academic pattern with strengths in Mathematics and weakness in Language Arts areas
 * written language difficulties
 * require more time to process language and respond
 * overwhelmed by input from multiple sources
 * difficulty with tasks requiring multiple skills
 * learned helplessness
 * general lack of motivation
 * disruptive classroom behaviour
 * supersensitivity
 * failure to complete assignments
 * lack of organization skills
 * demonstration of poor listening and concentration skills
 * deficiency in tasks emphasizing memory and perceptual abilities
 * unusual visual sensitivity to light
 * unrealistic self-expectations
 * low self-esteem
 * absence of social skills with some peers
 * hyperactivity

The characteristics of giftedness expressed in GLD students that mask the learning disability are:
 * exceptional analytical abilities
 * high levels of creativity
 * advanced problem-solving skills
 * ability to think of divergent ideas and solutions
 * interest and ability in pursuing broad-based, thematic topics
 * enjoyment of conversation on complex and challenging subjects
 * wide variety of interest
 * good memory
 * specific artistic, musical and mechanical aptitude
 * strong vocabulary skills
 * spatial abilities
 * task commitment
 * high readiness to learn
 * sophisticated sense of humour

The identification process of GLD students requires the use of multidisciplinary assessment tools, including psychological assessment, achievement measures, social/emotional observations, and behaviour analysis. Teachers should also look for GLD students among gifted underachievers.

With gifted underachievers, there is a large discrepancy between their potential and what they achieve in school. This can range from mild (i.e. attaining high marks by doing what is expected and no more) to severe (i.e. failing grades, and not having learned a basic skill, such as reading). The characteristics of a gifted underachiever are:
 * low self-esteem
 * lack of self-confidence
 * sense of low personal control over one's own life
 * lack of clear relationship between effort and outcome
 * blame shifted to others for lack of success in school
 * perfectionism

These characteristics should signal teachers to examine the factors that may be contributing to the underachievement of high-potential learners, such as:
 * emotional issues; including dysfunctional families, attention-seeking behaviour, perfectionism, depression
 * inappropriate curriculum
 * learning disabilities and/or poor self-regulation concerns
 * social and behavioural concerns; inappropriate peer group, behavioural problems, poor social skills

The reversal of gifted underachievers is complex, as it needs to begin with the identification, and then unfold through a variety of interventions the student, the teacher(s), and parents.

**5. __The Pros and Cons: Balancing the Advantages and the Challenges__**
While teaching academicaly gifted children can be very rewarding, there are also some drawbacks that teachers should be aware of. Some of the challenges that these children face come from their parents, their peer groups, and even themselves. Still other concerns may come from the teachers who expect too much from these students. Below are some of the common characteristics found in academically gifted children along with some of the advantages and disadvantages that each characteristic brings into the classroom. (The following is taken from "The Journey", a publication available from Alberta Education.)

__The Advantages__
 * 1. Advanced Intellectual Achievement**
 * Understands new material quickly and more comprehensively than same-age peers
 * Generates interesting ideas and ways to use them
 * Facts, dates, and names are memorized with ease
 * Enjoys chllenging games and making elaborate plans

__The Disadvantages__
 * Looks and/or acts bored
 * Is seen as a know-it-all
 * Continually questions why something is the way it is, which can effect lessons as well as peer relations
 * Is impatient with others when they are not as quick to "get" things
 * Is overly critical of others
 * Produces sloppy work because their hands cannot keep up with their minds

__The Advantages__
 * 2. Verbal Proficiency**
 * Has developed a large and complex vocabulary
 * Creates elaborate stories
 * Likes to memorize and recite songs and poetry
 * Effective self-taught reading skills
 * Easily describes complex ideas and experiences, often in unusual ways

__The Disadvantages__
 * Has difficulty being understood by same-age peers
 * Can manipulate others with words
 * Talks nonstop

__The Advantages__
 * 3. Curiosity**
 * Asks a lot of questions that generates class discussions
 * Interested in abstract ideas
 * Inquires into ethical issues
 * Tries many new things

__The Disadvantages__
 * Questions can seem to be never-ending and take up a lot of class time
 * Moves too quickly from one activity to another - seems never satiated

__The Advantages__
 * 4. Creativity**
 * Makes creative things from the materials she or he is given
 * Contributes many great ideas, including new innovations to songs, games and themes
 * Can supply a list of possible answers to questions posed
 * Can create new and complicated games and play

__The Disadvantages__
 * May have a tendency to escape into their own fantasies - indulging in day-dreaming and own thoughts
 * Possibly has trouble separating reality from fiction
 * Would rather follow their own ideas than the directions of the teacher
 * Can make up elaborate excuses and find the loopholes to excuse themselves from accepting responsibility for their own behaviour

__The Advantages__
 * 5. High Energy**
 * Is capable of sustained activity
 * Eager to learn and try new things
 * Can do more than one thing at a time

__The Disadvantages__
 * Constantly requires stimulation
 * Seems to be restless in both mind and body
 * Easily frusterated
 * Attention difficulties due to over-active mind

__The Advantages__
 * 6. Intensity**
 * Is capable of setting goals and working toward achievement of them
 * Tenaciously persues their passions, or to solve a problem and find solutions
 * Very observant and persistant

__The Disadvantages__
 * Seems stubborn or to have "tunnel vision"
 * Attention-span may only apply to things that interest him or her and therefore they may ignore friends, family and schoolwork that is not related to that interest
 * Shows frusteration if fine-motor skills do not match mental abilities

__The Advantages__
 * 7. Logical Thinking**
 * Enjoys to count, weigh and measure things
 * Is highly interested in maps, calendars, charts and clocks
 * Prefers an organized and neat environment
 * Can think of logical reasons for occurances
 * Powerful and persuasive arguements can be thought up
 * May desire to know the reasons behind the rules

__The Disadvantages__
 * May use persuasive ability to get others to do things for them
 * May need some assistance with social skills
 * Continual demand for an explanation may be time consuming and counter productive
 * May complain loudly if she or he perceives an action as unjust

__The Advantages__
 * 8. Sensitivity**
 * Is capable of picking up on other's feelings, even from an early age
 * Feels strongly connected to animals
 * Desires to know about the pain and suffering of others
 * Interested in deeper, ethical issues such as war
 * Responds emotionally to various art forms
 * Expresses his or her feelings through the arts

__The Disadvantages__
 * Takes things too personally
 * Worries too much
 * Can become full of fear and anxiety, which may turn to depression
 * Cries easily or is easily excited
 * Is overly picky about her or his likes and dislikes

__The Advantages__
 * 9. Sense of Humour**
 * Enjoys word-play and makes up jokes with double meaning
 * Can disspell the tension in a situation with the use of humour
 * May be well liked

__The Disadvantages__
 * Plays on being the "class-clown" which may be disruptive
 * May be frusterated if other students don't "get" their jokes
 * Can irritate others with the use of pranks, jokes and puns
 * May not appreciate other's sense of humour

**6. __Differentiation in the Classroom__**
The process that schools take in order to differentiate lesson and activities for Academically Gifted Students has a variety of steps that are followed. While schools and school boards may not be carbon copies of each other, the following is a generalization of the procedures that schools take when determining what course of action should be taken for their gifted pupils. (Taken from "The Journey" publication available from Alberta Education.)

__Step 1: Observation__ Often, one of the first indicators that a child is gifted comes from simple observation in the classroom. If a teacher feels that the student may be gifted, she or he may devise a checklist of various characteristics and abilities the child is displaying. Other teachers and professionals who work with the child, as well as the parents, might make similar checklists. The culminating information may give a clearer picture of whether or not the child is gifted, and if so, in what areas.

__Step 2: Communication of Findings with Parents__ If the parents are not already involved with the assessment of the child's potential giftedness, a meeting can be arranged to discuss the teachers' findings and to talk about the next course of action. It should be noted that not all parents will want differentiation for their child, and will refuse further investigation. There may be several reasons why a parent does not want their child to have a specialized program, and it will be up to the teacher to either respect these decisions or to try and work with the parents to overcome misconceptions that the parents may have.

__Step 3: Type of Assessment__ As noted above, there are several ways in which a student may be gifted. Because of this variety, the type of assessment strategy the teachers decide upon can be geared to the type of academic intelligence that the student is demonstrated. These include: General intelligence, Academic, Creative thinking, Social, Artistic, Musical, and Kinesthetic.

In addition to assessing the child's giftedness, assessment can also be used to analyse the present program's effectiveness for the student and possibible adaptations to the program. In this way, a full and complete picture of the academic, social and emotional needs of the child can be better understood. By utilizing a "full-picture" view of the child, any holes in knowing the child can be filled in. This includes a solid knowledge of the child's interests and past accomplishments and how to best impliment these into the child's program for instruction.

In order to comprehensively understand the student, assessment can take on a variety of forms. These include: When assessing the student, it is important that the teacher present the assessment procedure in a calm manner, while at the same time remaining positive about the child's abilities. In addition, before any testing is completed, it is a good idea to ensure that the student is in good health, is fed and is well rested. If the child is ill, for example, testing should be defered to another day.
 * Acheivement tests
 * IQ tests
 * Creativity assessments
 * Student's attitude and interests
 * Parental observations
 * Developmental history
 * Documented teacher observations of the best learning environment for the child
 * Marks and performance grades
 * Work samples (deeply valued by teachers because these reflect the true mastery of a subject and the student's accomplishments)
 * Specialized assignments in areas of demonstrated talent

__Step 4: Testing by the school/district psychologist__ Any tests administered should be given by the school's psychologist in order to ensure an unbiased atmosphere.

__Sterp 5: Arranging and meeting with parents__ Once the assessment and all testing is complete, a meeting with the parents should be arranged in order to discuss the results and the future course of action for the child. Teachers and parents may choose to discuss the findings with the student. In this way, the student can be a part of the program changes put into place for her or him. Consideration should be given to how the student differs from his or her peers and the presentation of what giftedness entails should be done at the level that the child will comprhend. A bar graph like the one below may be employed.

Taken from: the website, "The Genius in All of Us" located at: []

While the assessments and testing can indicate a child's abilities, the teacher should bear in mind that the scores are only represetative of the child's potential and as such, do not guarantee that the child will live up to any expectations placed upon him or her.

__Step 6: The development and implimentation of an IPP (IEP)__ It is only after all the above steps have been completed that the IPP, or IEP as it is known in some districts, can be devised and implimented. This should be developed in conjunction with the school psychologist, all teachers responsible for the child's education, the school councellor, the parents, and may even involve the child.


 * __Developing an IPP__**

There are many ways in which a teacher can implement changes in the Program of Study for the gifted learner. Generally speaking, these strategies fall into two categories: In-school strategies, and out-of-school strategies. According to "Gifted Learners K-2: A Practical Guide to Effective Curriculum and Teaching", the differntiation that the teacher decides to put into place will be based on: 1. __Organization__: The IPP team will determine how they want to organize the structure of the school to accomidate Academically Gifted students. Depending on the students, they may choose to cluster the students together by interests or grade level, or conversely, engage individual students in independent study. The school may determine to set up a classroom or resource centre where gifted students can go for periodic, or even daily instruction. While this may be feasible in larger schools with numerous gifted students, if the gifted population is small, the classroom itself may be changed to accomodate the learning needs of the child 2. __Advanced Placement__: Advanced placement can take on a variety of forms. Again, depending on the student and their abilities, the IPP team may decide that the best course of action is to place the child in courses that are higher than the grade level they are currently in. In some situations, advanced placement can even include college or university enrollment. 3. __Enrichment__: In order to properly enrich a student's program of studey, the individual interests and abilities of the student must be considered. Once this is determined, enrichment can be developed. Such enrichment may include incorperating higher-level material for courses learned, and acceleration of content or grading. The criterial for enrichment should be developed along side with the student to ensure that they are aware of the expectations for grading and passing. 4. __Activities__: Students who are academically gifted may be given the opportunity to receive credit for work they do outside of the school such as enrollment in extra tutoring, volunteer work, or additional projects they complete outside of the curriculum. Teachers and other school staff, and parents, may allow an apprenticeship program with a local professional establishment, such as a bank.
 * __Curriculum Strategies__**

**7. __Resources__**
The following associations and centres can be contacted for more information and resources for the instruction of gifted students.

The Bright Site 170 Education Block Room 1280, 6240-113th Street University of Calgary Edmonton, AB T6H 3L2 2500 University Drive N.W. Telephone: 780-422-0362 Calgary, AB T2N 1N4 Toll-free in Alberta: 310-0000, and ask for 422-0362 Telephone: 403-220-7799 Fax: 780-413-1631 Fax: 403-210-2068 []
 * Alberta Associations for Bright Children (AABC) Centre for Gifted Education**

Education Council (GTEC)** The Alberta Teachers' Association 11010-142 Street N.W. Edmonton, AB T5N 2R1 Telephone: 780-447-9400 Fax: 780-455-6481 []
 * Alberta Teachers' Association Gifted and Talented

Council for Exceptional Children 1920 Association Drive Reston, VA 22091 Telephone: 1-888-232-7733 or 703-620-3660 Fax: 703-264-9494 []
 * Association for the Gifted**

170 Education Block University of Calgary 2500 University Drive N.W. Calgary, AB T2N 1N4 Telephone: 403-220-779 Fax: 403-210-2068 []
 * Centre for Gifted Education**

Suite 550, 1707 L Street N.W. Washington, DC 200-36 Telephone: 202-785-4268 []
 * National Association for Gifted Children**

The University of Connecticut 362 Fairfield Road, U-7 Storrs, CT 06269-2007 Telephone: 860-486-4647 Fax: 860-486-2900 []
 * The National Research Center on the Gifted and Talented**

18401 Hiawatha Street Northridge, CA 91326 U.S.A. Telephone: 818-368-7501 Fax: 818-368-2163 []
 * World Council for Gifted and Talented Children, Inc.**

__Bibiliography__

Alberta Education: Special Education Branch. (2000). Teaching Students Who are Gifted and Talented. //Programming for Students with Special Needs Series//. Edmonton, AB: Alberta Learning.

Chuska, K. R. (2005). Gifted Learners K-12: //A Practical Guide to Effective Curriculum and Teaching//. Bloomington, Indiana: National Education Services

Government of Alberta (2004). //The Journey//. Retrieved from http://education.alberta.ca/admin/special/resources/journey.aspx

Hsueh, Wen-Chuan (1997). A Cross-Cultural Comparison of Gifted Children's Theories of Intellegence, Goal Orientation, and Responses to Challenge. Purdue University, PhD Dissertation,

Callard-Szulgit, R. S. (1999, July/August). Let's Put Fighting Behind Us And Serve Our Gifted Children. //Gifted Child Today//, 21(4), 46-47.

Teacher Tube: Teach the World (2009, September 12). //I am Gifted video//. Retrieved from http://www.teachertube.com/viewVideo.php?video_id=126234

Youtube: Broadcast Yourself Website (2007). //Dr Linda Karges- Bone About Gifted Children//. Retrieved from http://www.youtube.com/watch?v=yU9dQt_SSNI