10. Purposes of “Gifted” Definitions Definitions of giftedness influence the following: number of students selected types of instruments and selection procedures used scores an individual must obtain to qualify for specialized instruction types of education provided amount of funding to provide services types of training required to teach students who are gifted and talented
18. Services and Supports Currently NO federal mandate to provide gifted education programs Funded at state levels Instructional practices determined based on several factors: What types of giftedness a system is able to support Organizational structures in which to provide differentiated education Instructional approaches to be used Selection of continuous evaluation procedures to assess program effectiveness
19. Services and Supports Enrichment experiences that extend or broaden a person’s knowledge Exploring topics outside the curriculum Project-based Higher-order thinking skills Most common approach in schools Acceleration Moving students through educational programming faster/younger ages “grade-skipping” “telescoping” Student-centered pacing allows students to achieve at rates commensurate with their capacities
23. Addressing the Issue: Identifying Neglected Students Current assessment recommendations include: adopt clear and broad conception of giftedness avoid using a single cut-off score use multiple alternative criteria use sequence instruments and reliable and valid tests Use authentic assessment. Be aware that giftedness may appear differently in cultural or socioeconomic groups. Repeat assessments over time. Use identification data to enhance understanding of students.
Notas do Editor
These are not just above average kids – abilities are far advanced and developed for age. Terms “creative” and “talented” are somewhat new to reflect capacities in areas other than strictly IQElaboration - embellishment of an ideaTransformation - constructing new meanings or change an idea into something newVisualization - mental manipulation of images and ideasG, C, and T people vary in characteristics just like people with disabilities do
Individuals differ widely in their levels of intelligence. The IQ bell curve (also known as the "normal curve" in statistical jargon) describes the spread of people along the intelligence continuum, from low to high. Areas under this curve represent percentages in the population. A standardized IQ test is designed so that the average IQ level is 100, and the distribution is a bell curve. Most people cluster around the average - between 85 and 115 IQ points. This is a normal IQ. An IQ score of 130 is considered the criterion for 'giftedness'; an IQ score below 70 is considered the threshold for mental retardation. An IQ of 120 or higher is considered to be 'superior'. A score over 110 can be called a 'high normal IQ'. When a test is standardized like this, it is called a 'psychometric test'.
Remember that 100 is the mean. The farther a child is from the norm, there is a need for special academic instruction. Applies to gifted children as well.Best time to test a child is between ages 4 and 8 – before that is unreliable due to unpredictable behavior and later also yields inaccuracies due to testing ceilings and perfectionist tendencies of the childWISC-IV, WIAT
