Defining 鈥淕ifted鈥�:

There are many , none of which are universally agreed upon. However, 优蜜视频 advocates for this definition:

鈥淕iftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.鈥� 鈥� Columbus Group, 1991

Similar to how students can experience gaps in learning (for example, a student enrolled in calculus who is unable to solve basic geometry problems), children who develop asynchronously may experience 鈥済aps鈥� between their intellect and other parts of self. One such occurrence is found in learners who encounter psychomotor setbacks with coordination or writing skills, despite their deep intellectual capacity. Often, gifted learners experience frustration and a widening gap between their intellect and their social and emotional behavior. Because asynchrony often creates these developmental gaps, it is crucial to provide appropriate resources and opportunities that best identify, challenge, and assist each gifted child鈥檚 specific needs.

is an extremely common characteristic in gifted children and adults. Children who feel things with great intensity experience the world in a different way. Gifted young people are often more aware of, stimulated by, and affected by their surroundings. Emotional or physical reactions to events can last longer than expected and are often replayed in the child鈥檚 mind. Kazimierz Dabrowski coined the term 鈥渙verexcitabilities鈥� to describe intensities in five domains: intellectual, imaginational, sensual, psychomotor, and emotional.

More than Achievement

It is a common myth that gifted children automatically perform well in traditional school environments. 聽Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks. This causes a problem when the school structure and grades rely on repetition and memorization. Bored, unchallenged students may disengage from聽the learning process, which can lead to 聽or聽academic failure.

More than a Test Score

Though testing can be a helpful source of information to assess students鈥� abilities, it does not give a full picture of who the students are, what they care about, and what they are capable of accomplishing. Many factors, including learning disabilities and developmental asynchronies, can profoundly affect a student鈥檚 scores. It is important to look beyond GPAs and IQ scores when assessing a child鈥檚 gifts.

Feeding their Minds

Gifted students learn differently from their age mates: they learn at an accelerated pace; delve into topics of interest with greater complexity, scope, and depth; and approach learning from a more intuitive and sensitive point of view. They thrive on discovery for learning and the flexibility for exploration to feed their ravenous hunger for knowledge. Just as the human body needs nourishment to survive, the gifted child鈥檚 mind needs to be fed. When gifted kids are not learning, they often become anxious, worked up, and tired.

Highly gifted kids will typically change educational environments several times over the course of their K-12 education in an attempt to find the right accommodations or fit between the school system and the student. When a highly gifted child is successful in a single school system, it is often thanks to acceleration.

is an extremely viable option for students who need additional challenge in the classroom. This can take several forms, including grade-skipping, single-subject acceleration, or classwork performed in more depth or at a quicker pace. are also becoming a more viable option. If your child鈥檚 school will allow use of such resources, take them up on it.

Needs beyond the Academic

Gifted children are more than their minds. While intellectual challenges are necessary to keep one engaged, gifted children need more than intellectual stimulation to thrive. Along with advanced intellectual capacity, these individuals also have social, emotional, spiritual, and physical needs. Children with unusually advanced intellectual abilities are uniquely vulnerable to social and emotional challenges stemming from their asynchronous development, which can make it difficult to navigate a world that does not readily understand them.

Gifted students not only think differently, they feel different from their age-level peers. Children who are significantly different from the norm are in need of differentiated programs designed specifically to meet their unique needs.

. They聽notice聽differences between themselves and their classmates; they have different vocabulary, different interests, a deep passion for learning, and endless curiosity that they don鈥檛 see often in their age mates. This can be confusing to them, especially during聽the early years of school. It is important, therefore, for them to be with other gifted children and understand that they are not alone.

Understanding and acceptance of giftedness 鈥� and the unique joys and challenges that accompany it 鈥� is crucial during childhood and adolescence, as these are critical stages of development.

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