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What is Giftedness?

Updated: Jul 29

Gifted students require sufficient access to appropriate learning opportunities to realize their potential.

When we spoke about GIFTED INDIVIDUALS, It is essential to define giftedness in a way that reflects seeing differences as a strength rather than a weakness. Soul Eminence Center (SEC) supports the following definition of giftedness. Giftedness includes these 5 elements educators in all settings must address to ensure equitable identification and comprehensive services for gifted children.

Students with gifts and talents have the capability to perform - at higher levels compared to "Typical" students of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential.

A student with gifts and talents:

  1. Come from all racial, ethnic, and cultural populations, as well as all economic strata.

  2. Require sufficient access to appropriate learning opportunities to realize their potential.

  3. Can have learning and processing disorders that require specialized intervention and accommodation.

  4. They need support and guidance to develop socially, emotionally, and in their areas of talent.

  5. Require varied services based on their changing needs.

Gifted students come from all racial, ethnic, and cultural populations and all economic statuses. The percentage of students served in gifted education programs does not currently reflect the general student population; gifted and talented youth exist in all cultural and economic groups. One contributor to this under-representation has been an assumption that there are fewer students to identify in these groups, an assumption that is more often fueled by a lack of awareness on the part of many educators and policymakers.

Gifted students require sufficient access to appropriate learning opportunities to realize their potential.

Determining a student’s potential requires considering the individual’s background and previous opportunities to learn, not just the student’s age or grade-level performance. Adverse developmental effects have been noted for gifted students who do not have opportunities for early education or to participate in challenging programs. This is particularly true for those from lower social and economic status who underperform compared to their gifted peers from higher socioeconomic backgrounds and are at greater risk for dropping out of high-achieving groups during the elementary and secondary school years. Conversely, well-designed programs that challenge and support gifted students, including those from underserved populations, are associated with increased success.

Estimating the absolute number of gifted children in the U.S. and the world is difficult because the calculation depends on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 10 percent in relation to a national and/or local norm to be a good guide for identification and services.

It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.

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