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Definition of Giftedness  

 

Using a broad definition of giftedness, a school system could expect to identify 10% to 15% of its student population as gifted and talented. A brief description of each area of giftedness or talent as defined by the Office of Gifted and Talented will help you understand this definition.  

1. General intellectual ability or talent. Laypersons and educators alike usually think of this in terms of a high intelligence test score - usually two standard deviations above the mean - on individual or group measures. Parents and teachers often recognize students with general intellectual talent by their wide-ranging fund of general information and high levels of vocabulary, memory, abstract word knowledge, and abstract reasoning.

Other sources generally cite IQ scores and their labels something like this:  

85-99 Lower normal
100-114 Upper normal
115-129 Bright
130-144 Gifted
145-159 Highly gifted
160-above Profoundly gifted

2. Specific academic aptitude or talent. Students with specific academic aptitudes are identified by their outstanding performance on an achievement or aptitude test in one area such as mathematics or language arts. The organizers of talent searches sponsored by a number of universities and colleges identify students with specific academic aptitude who score at the 97th percentile or higher on standard achievement tests and then give these students the Scholastic Aptitude Test (SAT). Remarkably large numbers of students score at these high levels.  

3. Creative and productive thinking. This is the ability to produce new ideas by bringing together elements usually thought of as independent or dissimilar and the aptitude for developing new meanings that have social value. Characteristics of creative and productive students openness to experience, setting personal standards for evaluation, ability to play with ideas, willingness to take risks, preference for complexity, tolerance for ambiguity, positive self-image, and the ability to become submerged in a task. Creative and productive students are identified through the use of tests such as the Torrnace Test of Creative Thinking or through demonstrated creative performance. 

4. Leadership ability. Leadership can be defined as the ability to direct individuals or groups to a common decision or action. Students who demonstrate giftedness in leadership ability use group skills and negotiate in difficult situations. Many teachers recognize leadership through a student's keen interest and skill in problem solving. Leadership characteristics include self-confidence, responsibility, cooperation, a tendency to dominate in a positive way, and the ability to adapt readily to new situations.  

5. Visual and performing arts. Gifted students with talent in the arts demonstrate special talents in visual art, music, dance, drama, or other related studies. These students can be identified by using task descriptions such as the Creative Product Scales (Patrick Byrons & Beverly Ness Parke).  

6. Psychomotor ability. This involves kinesthetic motor abilities such as practical, spatial, mechanical, and physical skills. It is seldom used as a criterion in gifted programs.  

[Definition of Giftedness from: www.eskimo.com]

 

 

 

 

 

 

 

 

 

 

The East Penn School District is an equal opportunity education institution and will not discriminate in its educational programs, activities or employment practices on the basis of race, color, national origin, sex, age, religion, ancestry, disability, union membership or other legally protected classification. Announcement of the policy is in accordance with state and federal laws, including Title VI, Title IX, Section 504 and Americans with Disabilities Act. Copyright 2009 East Penn School District.
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Last modified: 2012-04-12 01:35:07 PM (EDT)