Chapter 13 Giftedness and TalentDefining Giftedness and TalentOther Key Contemporary and Complementary DefinitionsCharacteristicsSlide 5Prevalence and IdentificationCurriculum and InstructionCurriculum and Instruction (cont.)Three Curriculum Models for Gifted EducationEducational Placement AlternativesCurrent Issues and Future TrendsChapter 13Giftedness and TalentWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Defining Giftedness and TalentFederal Definition•Compared to children of their own age the child:–Exhibits high performance capability–Demonstrates outstanding intellectual, creative, and/or artistic achievement–Possesses an unusual leadership capacity–Excels in a specific academic fieldWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Other Key Contemporary and Complementary Definitions•Renzulli’s Three-Trait definition: –Above-average general intellectual abilities–High level of task commitment–Creativity•Piirto’s Pyramid Model:–A foundation of genetic endowment–Personality attributes–Intelligence–Talent in a specific domain–Environmental influences•Sternberg’s Triarchic Model:–Practical intelligence–Creative ability–Executive abilityWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.CharacteristicsWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.CharacteristicsWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Prevalence and IdentificationPrevalence•Gifted and talented children are found across gender, cultural, linguistic, and disability groups•Gifted and talented children comprise about 5% of the school-age populationIdentification and Assessment•Multifactored assessment:–IQ tests and achievement tests–Portfolios–Teacher, parent, self, and peer nomination•Biases inherent in the identification process are primarily to blame for the underrepresentation of minority studentsWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Curriculum and InstructionCurriculum for gifted students: –Should be based on learning needs of academically talented students in their area of strength–Possess academic rigor–Be thematic and interdisciplinary–Consider various curriculum orientations–Be balanced and articulated•Differentiating the Curriculum–Acceleration: Modifying the pace at which the student moves through the curriculum–Enrichment: Investigating a topic of interest in greater detailWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Curriculum and Instruction (cont.)•Other Methods for Differentiating Curriculum and Instruction–Curriculum compacting: Compressing instructional content–Tiered lessons: Different extensions of the same basic lesson for groups of students with differing abilities–Bloom’s Taxonomy: Asking questions that require students to demonstrate different types of knowledge about a given topic–Curriculum differentiation outside the classroom•Internships and mentor programs•Special courses•Competitions•Junior great books•Summer programs•International experiencesWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Three Curriculum Models for Gifted Education•Schoolwide enrichment model –An umbrella under which many different types of enrichment services are made available •Maker’s active problem solver model–Role of the teacher is to facilitate high achievement by making curriculum modifications•Problem-based learning–Students work cooperatively in groups to seek solutions to real world problemsWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Educational Placement Alternatives•Special schools and self-contained classrooms–The primary advantage is that all curriculum and instruction could be focused on the needs of high-ability students–Programs for gifted students often must deal with stigma of being viewed as elitist•Resource room or pullout programs–Still need to differentiate the curriculum when they are in regular classrooms•Regular classroom–A teacher with special training may work with the regular classroom teacher–Many schools do not have a specialist, and the regular classroom teacher is responsible for differentiating the curriculum•Ability grouping–Most educators and researchers in the field of gifted education advocate for ability groupingWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Current Issues and Future Trends•The conceptual and definitional nature of giftedness is being more intensively questioned•Most services for gifted and talented students will probably originate from the regular teacher within the regular classroom•We need better procedures for identifying, assessing, teaching, and encouraging these children•We must improve society’s attitudes toward gifted and talented children if we are to improve their futuresWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights