Ch 15

Front 1

social reaction + gifted

Back 1

children may be criticized, socially isolated, or pressured by their parents, other children, or school personnel to be like norm

Front 2

parallels between disabilities & gifted

Back 2

defining & identifying children w/ special gifts involve the same difficulties as defining & identifying children w/ disabilities

Front 3

disagreements in definition + gifted

Back 3

1) in what ways do student w/ special gift or talent excel?

2) how is giftedness measured?

3) to what degree must a student excel to be considered to have a special gift or talent?

4) who should be in the comparison group?

5) why should students w/ special gifts be identified?

Front 4

precocity

Back 4

remarkable early development.

*children develop gifts in such areas as language, music or math at a very young age

Front 5

insight

Back 5

separating relevant from irrelevant info, finding novel & useful ways of combining relevant bits of info, or relating new & old info in a novel & productive way

Front 6

genius

Back 6

sometimes been used to indicate a particular aptitude or capacity in any area.

*more often, it has been used to indicate extremely rare intellectual powers or creativity

Front 7

creativity

Back 7

the ability to express novel & useful ideas, to sense & elucidate novel & important relationships, & to ask previously unthought of, but crucial, questions

Front 8

talent

Back 8

ordinarily has been used to indicate a special ability, aptitude or accomplishment

Front 9

giftedness

Back 9

cognitive superiority, creativity, & motivation in combination & of sufficient magnitude to set children apart from the vast majority of their age peers

Front 10

most stated mandate gifted programs & their common elements are:

Back 10

1) general intellectual ability

2) specific academic aptitude

3) creative thinking ability

4) advanced ability in the fine arts & performing arts

5) leadership ability

Front 11

3 main types of giftedness (sternberg)

Back 11

1) analytic: involved being able to take a problem apart - a skill typically measured by conventional intelligence tests

2) synthetic: involved insight, intuition, creativity, or adeptness at coping w/ novel situations, skills associated w/ high achievement in art/sciences

3) practical: involved applying analytic & synthetic abilities to the solution of everyday problems, characterize people w/ successful careers

Front 12

most experts define giftedness as

Back 12

superior abilities in specific areas of performance, which may be exhibited under some circumstances but not others

Front 13

main factors that contribute to giftedness

Back 13

1) genetic & other biological factors, such as neurological functioning & nutrition

2) social factors, such as family, school, peer group & community

Front 14

characteristics of families of highly successful persons:

Back 14

1) someone has personal interest in childs talent & provided support & encouragement

2) parents were role models

3) specific paternal encouragement of child to explore

4) parents took for granted their children would learn in area of talent

5) family exhibited expected behaviors & values

6) teaching was informal & occurred in variety of settings

7) family interacted w/ tutor/mentor

8) parents observed practice & insisted on level of practice

9) parents sought special instruction

10) parents encouraged participation in events

Front 15

identification of giftedness

Back 15

IQ, standardized achievement test scores, teacher nominations, parent nominations, peer nominations, self-nominations, & evaluations of student work or performance

Front 16

8 general identification principles + giftedness

Back 16

1) assessments exceed a narrow conception of talent

2) separate & appro identification strategies

3) reliable & valid instruments & strategies

4) appro instruments employed for underserved populations

5) each child is viewed as indiv

6) multiple-measure/criteria approach followed

7) appreciation is shown for value of indiv case student & limitations of scores

8) identification & placement based on indiv needs & abilities

Front 17

attributes of gifted students

Back 17

self-aware, self-assured, socially skilled & morally responsible

Front 18

neglected groups of student w/ special gifts

Back 18

1) children from higher socioeconomic levels already have many advantages

2) too many indiv w/ gifts are disadvantaged by circumstances or disabilities & have been overlooked & discriminated against

Front 19

underachievement + gifted

Back 19

frequent cause is inappropriate school programs - schoolwork that is unchallenging & boring b/c student has already mastered material or b/b teachers have low expectations or mark students down for misbehavior

Front 20

cultural & ethnic minority groups + gifted

Back 20

challenge is identifying culturally diverse & disadvantaged student w/ special abilities & incl & retaining these students in special programs

Front 21

how to increase diversity in gifted programs

Back 21

1) devise & adopt culturally sensitive identification criteria

2) provide counseling to raise edu & career aspirations

3) make high-achieving models from all ethnic groups available

4) retain underrepresented ethnic students in programs

5) adopt a workable system to ensure inclusion

6) build relationships w/ minority families

Front 22

twice exceptional

Back 22

student w/ both a disability & gift

*major goals: identifying, performing research & development, preparing teachers & other professional to work w/ children, improving interdisciplinary cooperation, & preparing student for adult living

Front 23

females + gifted

Back 23

females have not had equal opportunity & motivation to enter disciplines/careers that have been dominated by males (chemistry, physics, medicine, dentistry)

*contributing factors: lower parental expectations, overemphasis & glamorization of gender differences, school/societal stereotypes of gender roles, & edu practices that are detrimental to achievement

Front 24

educational considerations + gifted

Back 24

characteristics:

1) a curriculum designed to accommodate the students advanced cognitive skills

2) instructional strategies consistent w/ the learning of students w/ extraordinary abilities

3) admin arrangement facilitating appro grouping of students for instruction

Front 25

enrichment & acceleration

Back 25

enr: addf'l experiences provided to students w/o placing them in a higher grade

acc: placing students ahead of their age peers

Front 26

educational programs + gifted

Back 26

consulting teacher programs, resource rooms, community mentor programs, independent study programs, special classes & rapid advancement of students through grades - incl early admission to high school or college

Front 27

early intervention + gifted

Back 27

early admission to school & acceleration through grades & subjects offers significant advantages for some students

*many children w/ special abilities need is the freedom to make full & appro use of school systems

Front 28

transition to adulthood + gifted

Back 28

mirror problems in transitions face by indiv w/ disabilities

*proponents of enrichment - students need continued & social contact w/ same age peers

proponents of acceleration - the only way to provide challenging/appro edu is to let them compete w/ older students

Front 29

early college admission

Back 29

entrance is college on full or part time basis works very well for adolescents, as long as it is done w/ care & sensitivity to the needs of indiv