Giftedness is a multifaceted phenomenon that encompasses developmental disparities in various domains such as abstract reasoning, emotional sensitivity, and intensity. Contrary to common misconceptions, giftedness is not solely about academic prowess or high IQ scores, but rather involves a unique set of characteristics and experiences that set individuals apart from their peers. Here’s a breakdown of what giftedness is and what it is not:
Giftedness Is:
Developmental Differences: Gifted individuals often exhibit advanced cognitive abilities, emotional depth, and heightened sensitivity, and intensity compared to their peers.
The Experience of Being an Outsider: Gifted individuals may feel like outsiders due to their unique perspectives, interests, and intensity of emotions.
Evident from a Young Age: Signs of giftedness can manifest in very young children, often characterized by early milestones, curiosity, and rapid learning.
Documentable on Measures of General Intelligence: Traditional measures of intelligence, such as IQ tests, can help identify giftedness, although they may not capture the full spectrum of gifted characteristics.
Lifelong: Giftedness is a lifelong trait that persists across different stages of development and throughout adulthood.
Qualitatively Different Life Experiences: Gifted individuals experience life differently, often grappling with heightened sensitivities, existential questions, and intense passions.
Unique Set of Issues: Gifted individuals face a distinct set of challenges, including asynchronous development, perfectionism, and existential angst, which can make them vulnerable.
Significantly Different Needs: Gifted individuals require tailored interventions, accommodations, and educational experiences that cater to their advanced abilities and unique emotional needs.
Requires Early Identification and Intervention: Early identification and appropriate interventions are crucial for supporting the healthy development and well-being of gifted individuals.
Giftedness Is Not:
Solely Defined by IQ Scores: While IQ tests can provide valuable insights into cognitive abilities, giftedness encompasses a broader range of traits beyond intellectual prowess.
Uniformly Identified by IQ Tests: Not all aspects of IQ tests are equally adept at identifying advanced abilities. Subtests emphasizing abstract reasoning are particularly indicative of giftedness.
Limited to Academic Achievement: Giftedness extends beyond academic success and encompasses social, emotional, and creative dimensions.
Rigidly Defined by Cutoff Scores: Setting rigid cutoff scores based solely on Full Scale IQ may overlook the nuanced nature of giftedness and fail to capture the diverse needs of gifted individuals.
Exclusively a Concern for Education: While education plays a significant role in addressing the needs of gifted individuals, the recognition and support of giftedness extend beyond academic settings to encompass various aspects of life.
Understanding giftedness requires a comprehensive appreciation of its multifaceted nature, encompassing cognitive, emotional, and social dimensions. Effective support for gifted individuals necessitates early identification, tailored interventions, and a holistic approach that acknowledges their unique strengths and challenges.
Understanding the Spectrum: Giftedness, Special Needs, and Educational Challenges
Giftedness exists along a spectrum, with each level of intellectual ability bringing its own set of challenges and needs. As we delve deeper into the higher echelons of giftedness, we encounter individuals with extraordinary abilities, but also heightened vulnerabilities that require specialized support and accommodations.
Children who fall just 1 standard deviation above the norm, with an IQ of 115, possess the potential to excel academically and achieve college degrees. This mild level of giftedness, beginning at the 91st percentile, often enables these individuals to thrive within mainstream educational settings with minimal intervention.
However, as we move further along the spectrum, reaching 2 standard deviations above the norm (130 IQ) and entering the moderately gifted range, the magnitude of developmental differences becomes more pronounced. At this level, individuals may begin to exhibit signs of special needs, requiring additional support and accommodations to fully realize their potential.
Progressing to 3 standard deviations above the norm (145 IQ), we enter the highly gifted range, where individuals may struggle to find peers who can relate to their intellectual interests and engage with them on a similar level. In the regular classroom, highly gifted children may experience feelings of isolation and disengagement, highlighting the need for specialized educational approaches and social support.
Moving further along the spectrum, reaching 4 standard deviations above the norm (160 IQ) and entering the exceptionally gifted range, the challenges intensify. With few peers who can comprehend their advanced abilities and interests, exceptionally gifted children may experience profound feelings of isolation and alienation within the traditional school environment. Without appropriate provisions and accommodations, they may succumb to boredom and underachievement, further exacerbating their struggles.
At the highest levels of giftedness, reaching 5 standard deviations above the norm (175 IQ) and entering the profoundly gifted range, adaptation becomes exceptionally challenging. Many profoundly gifted individuals find it difficult to connect with their peers and may yearn for alternative educational options, such as homeschooling, where they can explore their interests at their own pace and in a supportive environment.
The National Association for Gifted Children (2010) defines giftedness as the top 10% of the population.
- Children 1 standard deviation above the norm (115 IQ) possess the potential to excel academically and attain college degrees.
- The mildly gifted range begins at 1 1/3 standard deviations (120 IQ), placing individuals at the 91st percentile.
- Moving to 2 standard deviations (130 IQ) marks the moderately gifted range, where developmental differences warrant the label of “special needs.”
- Progressing to 3 standard deviations (145 IQ) leads to the highly gifted range, where it becomes notably challenging to find peers and remain engaged in traditional classroom settings.
- At 4 standard deviations (160 IQ), individuals enter the exceptionally gifted range, experiencing isolation and feelings of strangeness without special provisions, resulting in boredom and forced underachievement.
- Reaching 5 standard deviations (175 IQ) defines the profoundly gifted range, where adaptation becomes exceedingly difficult, prompting many to seek homeschooling as an alternative.
Understanding the spectrum of giftedness is essential for educators, parents, and policymakers alike. By recognizing the unique needs and challenges associated with different levels of giftedness, we can better support and nurture the potential of these exceptional individuals, ensuring that they thrive academically, socially, and emotionally.
Gifted children can be assessed at age four or five for placement decisions, but tests for six year olds usually have higher ceilings than tests for younger children.
When giftedness remains unrecognized, gifted children are at risk of underachievement and may struggle to reach their full potential. Additionally, comprehensive assessment aims to identify any masked disabilities that may hinder a child’s academic performance and overall well-being.
Furthermore, assessment helps determine the extent of a child’s developmental advancement, categorizing them as mildly, moderately, highly, exceptionally, or profoundly gifted. These gradations necessitate tailored accommodations and interventions to support the unique needs of each gifted individual.
In states where gifted education is legislated as part of special education, the importance of comprehensive assessment becomes even more apparent. Individual intelligence scales, which offer a deeper understanding of a child’s strengths and weaknesses compared to group tests, are recommended for selecting students for gifted programs. However, relying solely on test scores to make high-stakes decisions regarding gifted students is inadequate. IQ tests, while valuable, are not impartial judges of ability and may underestimate giftedness. Therefore, interpretation by knowledgeable practitioners, who consider qualitative indicators alongside test scores, is essential.
Effective assessment of giftedness requires specialized training to enable examiners to identify and assess giftedness accurately. By incorporating qualitative indicators and considering the unique circumstances of each child, practitioners can ensure that giftedness is recognized and nurtured appropriately, allowing gifted individuals to flourish and contribute their talents to society.
About the author
Ilse Gevaert is a psychologist and coach with expertise in neurodiversity (ASD and ADHD), giftedness, trauma, narcissistic abuse, and resilience. Ilse continued her education at prestigious institutions such as Harvard and Cornell, where she obtained leadership certificates that have informed her practice.
References
Silverman, L. K. (2009). The measurement of giftedness. In L. Shavinina (Ed.). The international handbook on giftedness (pp. 947-970). Amsterdam: Springer Science.
Silverman, L. K. (2013). Giftedness 101. New York: Springer. https://doi.org/10.1891/9780826107985
Silverman, L. K. (2018). Assessment of giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Educational theory, research, and best practices (2nd ed., pp.183-207). New York: Springer. https://doi.org/10.1007/978-3-319-77004-8_12
Silverman, L. K. (in press). The Overlooked Role of Modalities in Twice-Exceptional Children. Gifted Development Center. Presentation for Continuing Education. SENG, Supporting Emotional Needs of the Gifted.
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