Types, Characteristics, and Identification of Gifted and Talented Learners

Learners who are gifted and talented also have special needs, which when not properly addressed, may lead
to deleterious consequences. Thus, in order to maximize their learning, it is important to recognize gifted and talented
learners. This chapter introduces the concept of giftedness and the various meanings attached to it. The different
characteristics and profiles of gifted and talented learners are described, and ways to identify them are presented.

ENGAGE
Definitions of Giftedness
The terms "gifted" and "talented" convey different meanings to different people. Indeed, even among experts,
the use of these terms is ambiguous and inconsistent, and there is not one uniform definition that is universally
accepted. Nevertheless, it is considered acceptable to use these terms interchangeably, such as when we say "gifted
learner" or "talented learner," pertaining to the same person (Davis, Rimm, & Siegle, 2014). For uniformity in
terminology in this chapter, we will refer to gifted and talented learners as "gifted learners" and we will refer to their
characteristic as "giftedness."

The diverse definitions given to giftedness can be placed under five categories (Davis et al., 2014; Stankowski,
1978).
1. After-the-fact Definitions - Those who consistently perform outstandingly and achieve in a valuable area
are considered gifted" or "talented."
2. 1Q Definitions - Those who get a score above a certain cutoff point in an intelligence test are considered
"gifted" or "talented." It is one of the most popularly used definition of giftedness despite the following
limitations: (1) its focus on intelligence as traditionally defined ignores creative and artistic gifts; (2) it does
not take into account gifts in specific areas; (3) it discriminates against disadvantaged students: and (4)
students who are just a few points below the cutoff score are automatically.
3. Percentage Definitions - Those who belong to a fixed proportion that a school or district sets are considered
"gifted" or "talented" (e.g., a school/district may consider the top 5% of students as "gifted"). However, this
can be very arbitrary as schools/ districts may set different percentages that they consider gifted. Moreover,
it can easily be misunderstood as the school/district having, for instance, 5% of students who are gifted, when
this is actually a predetermined percentage set by the school/district.
4. Talent Definitions - Those who excel in specific aesthetics (e.g., art, music) or academic (e.g., math,
science) area/s are considered "gifted" or "talented."
5. Creativity Definitions -Those who possess superior creative abilities are considered "gifted" or "talented."
However, whether creativity is an acceptable selection criterion for giftedness is still debatable.

Importance of Recognizing Gifted Learners

It is important to determine gifted learners as failure to do so could have deleterious consequences to the child's
learning. For instance, when a gifted learner's needs are not met, the student might become demotivated to work,
which could lead to resistance or working in a sloppy and careless manner. Frustrations may also arise as one may
perceive the regular class pace as to0 slow. Because of the high need to understand, one may ask embarrassing
questions or question why things need to be done in a certain way. A student may become impatient for not being
25
called in class and blurt out answers without raising a hand. There is also a tendency to become intolerant of one's
own or others imperfections and become overly sensitive to criticisms. A Student may act bossy with peers and
teachers, refuse to conform, and may rebel against routing and predictability. The student may also have problems
with cooperative learning and may refuse to take directions from others. There is also a possibility of acting out and
monopolizing class discussion; and boredom with the class may lead one to behave as a "class clown" or to daydream
(Baxter, n,.d.).

Characteristics of Gifted Learners

In order to differentiate gifted students from those who are not, Baxter (n.d.) identified intellectual, non-
intellectual, and personality characteristics that indicate a learner's giftedness. Among the intellectual characteristics
of a gifted learner are having exceptional reasoning ability; being curious intellectually; learning quickly; being able to
do abstractions; having complex thought processes; and having vivid imagination. A gifted learner also shows early
moral concern; has passion for learning; has the ability to concentrate; thinks analytically; creative; has a keen sense
of justice; and has a capacity to reflect deeply.
In terms of non-intellectual characteristics, a gifted learner may not always follow the rule; tends to be
domineering and argumentative; tends to tune out; and is excessively competitive. The learner may also have a
tendency toward tunnel vision; be excited very easily;. may have a sharp sense of humor; and usually has a tendency
to become a compulsive collector. While these characteristics may easily be interpreted as misbehaviors and may
get a gifted learner into trouble, it is important to recognize that these may be an offshoot of giftedness, and thus, the
learner must be properly assessed and the learner's needs must be recognized and met.
Personality-wise, a gifted learner is insightful. The learner may have a strong need to understand and to be
stimulated mentally. There is also a possibility towards perfectionism. One may demand for explanations as to why
things work that way due to high need for precision and logic. Giftedness may also entail having excellent sense of
humor as well as sensitivity toward others A gifted learner may as well show intensity, perseverance, and have an
acute self-awareness. Furthermore, the learner may exhibit nonconformity, tendency to question rules/authority, and
become an introvert.
Assessing giftedness may be challenging and one might have to look beyond factors such as disruptive
behavior, negative attitude, weakness in learning, poor match of student with the teacher, and students' lack of effort.
These factors may be misconstrued as problematic but are in fact merely manifestations of giftedness that is not
properly addressed. Moreover, other factors such as culture and poverty must be considered when assessing a
learner for giftedness (Baxter, n.d.).

Profiles of Gifted Learners

Betts and Neihart (2004; 2017) did a profiling of gifted, talented, and creative learners and were able to arrive
at six types. These are the following. mongote

I. Type 1: The Successful

Most gifted and talented learners fall under this type. This type of learner discovers what "sells" at home and at
school. This learner is a convergent thinker who learns easily and excels in exams, one who is eager to gain the
approval of parents and teachers and to be liked by peers. This learner also possesses positive self-concept but is
unaware of deficiencies.

26
 II. Type II: The Creative

This learner is divergently gifted. However, it can be challenging when this learner's needs are not met. There
is a tendency for one to go unidentified, question authority, and be nonconforming. Due to the little recognition this
type of learner receives, one usually experiences self-esteem issues and is at a high risk for eventual drop out from
school.

III. Type II: The Underground

Due to social pressure, this learner may hide giftedness in order to fit in with non-gifted peer groups. This could
lead to a sudden decline in grades, and this learner may experience conflict between one's needs and the
expectations of one's parents and teachers.

4. Type IV: The At-risk

The giftedness needs of this learner have not been met, resulting to defensiveness and anger toward adults or
oneself. This could lead to symptoms of depression and withdrawal as well as acting out. This learner usually
develops interests that are outside of the school's regular curriculum and has a poor self-concept.

5. Type V: Twice Exceptional

This learner possesses giftedness at the same time as being physically or emotionally challenged. Because of
learning abilities or poor verbal abilities, this learner is not typically identified as gifted. Since school programs usually
do not attend to this learner's needs, it could lead to one being discouraged, frustrated rejected, helpless, powerless,
or isolated.

6. Type VI: The Autonomous Learner

This learner adapts easily to the school system and is able to create oneself new opportunities. This learner has
positive self-concept and receives positive attention and support for one's accomplishments. Moreover, this learner
receives positive regard from adults and peers, and is often put at leadership roles. This learner is independent and
self-directed, which is usually the end goal for all learners.

Typical and Atypical Development

Knowledge of typical and atypical development can be useful for teachers and parents in identifying learners
with giftedness and talents (as well as disabilities). Developmental milestones lor ypical development provide a very
useful anchor to which teachers and parents can compare a child's development with. Table 3.1 shows typical
developmental milestones in children n the areas of cognition (thinking, reasoning problem-solving, understanding);
language (expressive and receptive abilities); motor coordination (gross/fine motor, jumping, hopping,
throwing/catching, drawing stacking); social interaction (initiating peer contact, group play); and adaptive development
(dressing, eating, washing) according to Learning Disabilities Association of America (LD Online, n.d.).

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Identifying Gifted Learners
Martinson (n.d.) developed an easy to use screening tool for identifying gifted and talented learners in an
educational program. The instrument involves the teacher identifying the names of the children that first come to mind
upon reading the items in the screening tool. The following are the items. (For the full version of the instrument, please
refer to Martinson's (n.d.) The Identification of the Gifted and Talented).

Table 3.2: Screening Tool for ldentifying Gifted and Talented Learners

Name of Students Characteristics

1. Has usually good vocabulary.
2. Has ideas which are often very original in one or more
areas (i.e., block, play, free activities, art, rhythms, and
sharing).
3. Is alert, keenly observant, and responds quickly.
4. Has an unusually good memory.
5. Has a long attention span.
6. Recognizes on his/her own some words in books on the
browsing table.
7. Uses longer sentences.
8. Reasons things out, thinks clearly, recognized
relationships, and comprehends meanings.
9. Is curious about many activities and places outside
immediate environment and/or experience.
10. Is a leader in several kinds of activities; is able to influence
others to work toward desirable goals.
11. Has Outstanding talent in a special area(s) such as art,
music, rhythms, dramatics (indicate area(s) of talent).

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Principles and Strategies of Teaching and Designing IEP for Gifted and Talented
Learners

A lot of gifted and talented learners participate in classrooms with their heightened skills and abilities go
unnoticed and unrecognized. Some of them have to wait for their same-aged peers pacing on the lessons while others
due to boredom may make unnecessary noise and unrelated activities in the class. These learners with unusual skills
and talents demand unusual strategies of teaching, that a mismatch between these learners and their curriculum will
put the learners' capabilities to waste. The purpose of this chapter is to look at provisions for gifted and talented
learners through the principles and strategies of teaching in the classroom

ENGAGE

The Department of Education (DepEd) in the Philippines through the DepEd order no. 72, series of 2009, also
known as the Inclusive Education as Strategy for Increasing Participation Rate of Children, organized a
comprehensive inclusive program for learners with disabilities, giftedness and talents, with the following components:

1. Child Find. It is about locating learners with disabilities, giftedness and talents who are not in school, through
the family mapping survey, advocacy campaigns and networking with local health workers, to be enrolled in
Special Education (SpEd) centers or schools nearest their home.

2. Assessment. This is a continuous process of identifying the strengths and limitations of learners with
disabilities, giftedness and talents through the use of formal and informal tools for level placement, with the
help of existing SpEd centers.
3. Program Options. Schools, with or without trained SpEd teachers, shall make education accessible to
learners with disabilities, giftedness and talents. The program options are as follow:
a. Self-contained class for learners with similar disabilities or conditions
b. Inclusion or placement of learners in general education or regular class
c. Resource Room

4. Curriculum Modifications. This means using adaptations and accommodations in classroom instructions
and activities, and delivery options.

5. Parental Involvement. This is involving parents or guardians in observing their child's performance,
volunteering as teacher aide in the classroom, and serving as academic, moral and spiritual support to their
child.

These components aim to make education available to all children that they could receive appropriate education
within the regular or inclusive classroom setting. For the purpose of this chapter, program options and curricular
modifications for the gifted and talented learners will be discussed.

Program Options
There are many types of programs and services designed to fit in the educational needs of those gifted and
talented learners. According to Davis, Rimm, & Siegle (2014), this involves simple to complex ways such as (1) a
teacher providing additional instructional materials to teachers to those who finish lesson's tasks easily; (2) enriching
the curriculum by teacher supplying extra time for bright students to work at resource centers or interest-based
projects; (3) part-time acceleration to a higher grade for one or two subjects; (4) full-time acceleration or grade-
skipping; (5) cluster grouping of all gifted learners at each grade level in a single classroom for special services; (6)
implementing school-wide plans to accommodate every gifted learners n every regular classroom; (7) implementing
pullout programs; (8) conducting part-time special gifted classes: (9) assigning full-time special gifted classes at every
grade level; and (10) opening special schools for the gifted. With all of these alternatives, one must consider all
pertinent issues and concerns in planning the best program for these gifted and talented learners.
33
 On the above paragraph. the term acceleration was introduced and it is defined as as an advance placement of
learners from a current level to a higher level. Some acceleration instances involve a four-year old child admitted
early to kindergartern or an elementary pupil who skips grade four. But when learners are taught on the topic's depth
and intensity of content that go beyond their prescribed grade-level curriculum, without providing them advance
placement, this strategy is called enrichment. An example to this is learning foreign language or taking an arts class.
From the paragraph above, number 2 is an example of enrichment while numbers 3 and 4 are for acceleration.. Even
if these two strategies are differently defined, both enrichment and acceleration opportunities are provided in a well-
rounded, competent and long-range gifted and talented programs. It is also important to note that just like any other
learners, gifted and talented learners should be allowed to work on their own pace, accelerating in different levels,
while having opportunities on enriching a topic that interests them. Reis, Westberg, Kulikovich, & Purcell (1998)
underscored four principles of enrichment teaching and learning:

1. Each student is different.

2. Learning is more effective when students enjoy what they do.
3. Learning is more meaningful when students learn content and process while solving a real problem.
4. Whereas some formal instruction is necessary, a major goal is promoting knowledge and thinking skills via
the application of what students have learned; they construct their own meaningfulness. Both acceleration
and enrichment strategies require grouping gifted and talented learners. Three grouping options provided to
these learners are: (1) full-time homogenous grouping; (2) full-time heterogeneous grouping; and (3) part-
time or temporary groups.

Grouping
Full-time Homogeneous Grouping

 Special Schools for the Gifted. These schools cater to elementary or secondary gifted learners with a
curriculum that include both prescribed academic content that is based on Department of Education (DepEd)
guidelines and requirements, with a special enriched and accelerated training in academic, scientific, artistic,
and other areas of development the school opted to highlight. Enrichment opportunities include music
classes, foreign language training, arts and sculpting, athletic training, and others. An example of this school
is the Philippine High School for the Arts that implements a general secondary level program, combined
with a special curriculum for the arts prepared for early recognition and development of highly gifted and
talented learners in the arts.

 Special Classes. These are school-within-a-school concept where gifted children of the same level attend
a class together in a full-time basis. In the public school system, under DepEd, special classes usually occur
at the elementary level, jumping from grade three to grade five, where their curriculum covers prescribed
grade-level objectives and extending beyond them with a variety of enrichment, personal development and
advanced classes. Special classes also include DepEd's Headstart Program for the Gifted, which is a
comprehensive program for the gifted and talented pupils in public elementary schools. This program is
designed to address the educational, aesthetic and social needs of preschoolers who manifest superior
abilities expected above their age.

Full-time Heterogeneous Grouping

 Custer Groups. Cluster grouping refers to placing five to ten high ability students in one regular class per
grade, along with other 15 to 20 regular students. This grouping is handled by a trained professional teacher
and could be divided further in individual or small groups. Enrichment activities are used in this kind of
grouping, which include in-depth lessons on content on metacognitive skills and collaboration and
independent learning activities which include research presentation or mastery of advanced skills in math,
music, and others. This grouping is not very common in the Philippines.

34
  Heterogeneous Classes. These classes combine prescribed and differentiated curriculum for the benefit
of both regular and gifted learners. Kaplan (2001) recommends using two strategies in teaching both groups
in one class, and this is through "paralleling" and "clustering." Paralleling means covering both prescribed
and differentiated curriculum "in tandem" while clustering is using core concepts and skills of the prescribed
curriculum as "the centerpiece" while differentiated concepts and skills "reinforce the core. Kaplan said that
both curricula could be taught without sacrificing the other. While these strategies work in heterogeneous
classes, some teachers apply the use of IEP or Individualized Education Program/Plan to shape the
independent work of those gifted and talented students.

 Individualized Education Plan. IEP is a basic requirement for schools catering to LSEN. It is a written plan
that is customized to achieve learners goals in a span of one academic school year It includes the learner's
current skills, strengths and challenges, learning styles and the goals targeted for the school year. In.order
to accomplish the academic goals set for the specific learner, the teacher first gather specific data regarding
the learner's progress or academic concerns tnrougn parent conferencing, student conferencing, student
observation, and analysis of student performance. The information gathered here would be vital to the next
step, which is determining specific strategies to be used in the class. Formal assessment will follow
especially once strategies did not work (particularly to those gifted learners with heightened abilities or
additional disabilities). All information will then be used to determine the eligibility of the learner to the use
of IEP Take note that not all gifted and talented learners and LSEN need IEP To be eligible, the learner's
condition mus affect functioning in sclhool and the evaluation be done by a multidisciplinary team of
professionals that include classroom teachers, a Psychologist, a Psychometrician, a Special educator and
other professionals who are needed depending on the learners specific needs. The professionals are
involved in the planning, implementation, and evaluation of the plan. However, unlike in the United States,
the schools in the Philippines are not legally bound to, formulate IEP for LSEN or to organize an IEP meeting.
It is usually up to the parents or guardians of the learner to take further steps to ensure the development of
their child. The IEP meeting subsequently involves the professionals and the parents or guardians of the
learner. They discuss the learner's educational needs and come up With specific, measurable, attainable,
relevant, and time bound (SMART objectives) annual goals for each of those needs. This will be
implemented for a year and will be reviewed annually to update the goals and ensure that the levels of
service meet the learner's emerging educational needs.

Part-time and Temporary Grouping

 Pullout Programs. In this setup, learners are pulled out of their regular mainstreamed classes once or twice
a week to spend two to three hours per session in special enrichment activities, guided by a teacher of gifted
and talented education. The sessions usually take place in a resource room or center where supplementary
materials are provided. Through the pullout activities, gifted and talented learners acquire knowledge and
skills apart from the regular curriculum, which helps them strengthen their creativity, metacognitive skills,
communication and other personal areas of development. In the Philippines, pullout program are given to
high performing learners, where teacher trainers work with them in honing their skills and talents. This may
be in a form of arts, dance, playing chess, journalism, and other activities. These learners usually represent
their schools in competitions within and outside of the country.

 Part-time Special Classes. This school-within-a-school concept can also be offered in part-time basis. In
this option, gifted and talented learners enjoy 50% to 70% of prescribed curriculum in the regular classes and
attend differentiated curriculum in the special classes. Part-time special classes include independent projects
and research, accelerated subjects, and small group collaborations that aim to heighten creativity and higher-
level thinking skills.

 Enrichment Clusters. This kind of grouping works for different level learners with common interests such as
journalism, literature, engineering, baking, and others. These groups of learners meet with an experts in the
interest area at designated times for 6-12 weeks. The topic of interest is explained in depth, say if their interest
is on folk dance, the history of each dance and of different suites of folk dance will be discussed further,
including dance properties (costume, music, and counting) and the intricacies of accessories used.

35
  Special Interest Groups and Clubs. This type of grouping is more common among secondary students
where enrichment activities in different clubs exist, such as drama class, chess club, mathematics club,
religious club, and others. High school students in the country, especially among private schools, apply for
membership while the officers as well as the club adviser assess their skills and abilities. Teachers with
expertise in the field are tasked to meet the students two hours in a week and implement activities that will
sharpen their skills. As club advisers, these teachers are also tasked to evaluate the learners' performance
that will also be reflected on their scorecards, along with their academic grades.

Curriculum Modifications
Differentiation strategies is a least, intrusive intervention, that helps gifted and talented learners the best
environment for their high abilities and achievements.

Differentiation. It is an effective teaching strategy for inclusive special education, which involves giving all
learners in the regular classroom choices based on how best they could achieve their greatest potentials, not creating
a separate level for each student. Tomlinson and Jarvis (2009) emphasized that differentiation is being proactive in
planning curriculum and instruction that fit students learning profiles, interests, and learning levels. They went further
by explaining "it is a process of creating multiple, 'differentiated learning opportunities within a high-quality curriculum,
to maximize the probability that all students will become engaged in learning, experience etficiency of learning, and
experience cognitive growth" (p. 602).

From Figure 4.1, the process of differentiation is based on the teacher's proactive response to learner
differences, guided by five key principles applied to different classroom elements through the use of varied
instructional strategies. It is evident from the figure above that differentiation demands extra work on the part of the
teachers, but this strategy is necessary to ensure that all learners are learning, a situation that has not always existed
for some groups of students (including gifted and talented students). Ann Lewis (1992) identified 11 forms of
differentiation, which teachers may use in order to support learning.

36
 Table 4.1: Lewis' Forms of Differentiation

Forms Definition Examples

Differentiation of This involves the design of different Learners in a group all work toward a single
Content curriculum materials and resources. aim, such as reading competence, but use
several different reading schemes to get there.
Differentiation by This is said to be particularly important for All learners are producing graphs, but these
Interest poorly motivated learners. graphs represent different data according to
personal interest.
Differentiation of Pace This means (1) allowing some students more All learners work at the same task, or with the
time to complete core work; (2) providing for same materials, but the teacher has different
extension activities for others; and (3) expectations of the time required for
sometimes involving teaching certain groups completion.
at a very brisk pace to accelerate the learning
rate of low achievers.
Differentiation of This means allowing learners different While one learner reads through a computer,
Access pathways (materials or methods) into a others may listen to a speaker or reads through
specific topic. different reference materials. Others may also
have peer or teacher-aide assistance.
Differentiation of This involves allowing students to present One learner writes a story, another draws a
Outcome their responses in different ways. picture to tell the story and another records the
story on audiotape.
Differentiation of This involves changing the order in which Learners enter the curriculum at different points
Curricular Sequence sub-topics are presented. or take part in the curriculum in a different order
from that of their peers.
Differentiation of All learners work on the same topic but the Some learners work on task-analyzing
Structure teacher provides step-by-step coverage for curriculum while others work on ‘chunks’.
some learners during the lesson and in
follow-up.
Differentiation of The teacher will devote more (or less) The teacher gives more time to some pupils
Teacher Time attention to individual learners during the during specific tasks in order to ensure access
lesson and in follow-up to information.
Differentiation of This involves varying the way in which topics Some learners may require individual
Teaching Style are presented. instructions while others can work in small
groups or pairs.
Differentiation of All learners study the same topic but the All learners work through a similar
Level teacher sets different degrees of sequence, in Physics for example, but at a
complexity in what students are asked to variety of difficulty.
do.
Differentiation by This involves using one’s knowledge of The teacher groups particular pupils
Grouping learner characteristics. together for specific activities. Pupils act
as supporters, or work with peers with
whom they are comfortable or confidant.

Tiered Instruction. Tiering is an example of instructional strategy as listed in Figure 4.1. As differentiation
begins with assessment of learner skills, learners will then be identified based on how advanced their skills are. This
is where tiering becomes beneficial. This strategy involves the process of creating the best possible lesson and
making it fit based on the learners' levels of readiness. The levels could be divided into three or five, paralleled with
corresponding tasks set for the lesson. Learners have the option to work within their tiers, independently or with a
partner and present their works reflecting the best practices in the content area. Through these tiers, all learners are
meeting a common outcome, but of different paths.

Enrichment Strategies
Strategies for enrichment contain higher-order delivery methods of developing skills in creative thinking, critical
thinking, and problem solving.

37
 Library and Internet Research Projects. This is given to learners with strong interest on a specific topic.
Learners may select their own topic of interest or may choose from a wide range of brainstormed topics with
the teacher and group of students. The learner initially poses a question and finds out the answer through
interview of experts, library work, field trips, and other means chosen by the learner With this strategy,
learners are taught to triangulate data by consulting multiple sources and to evaluate validity of their
references.

 Scientific Research Projects. This strategy is an investigative process of finding solutions to a scientific
problem. Finding its answer entails discovering, collecting and investigating information that could later be
displayed and demonstrated on Science fairs. The teacher's role here is to be a facilitator in aiding and
directing the solution to science inquiries of the learners.

 Art, Drama, Creative Writing, and other Independent Projects. Art projects comprise of different areas in
drawing, sculpting, photography, and others. Drama projects include writing, directing, producing, and
performing plays. Creative writing would benefit the school newspaper for publications, which further involve
interviewing people, writing articles, taking photographs, newspaper editing, among others. This could also
be in a form of online blogs and e-news for school clubs, interest groups or personal websites.

 Mentorships. Mentoring comprises of professionals working with interest clubs in schools, meeting once or
twice in the school campus. The adult mentor serves as the resource person, role model, teacher and a friend
with the goal of transferring skills and attitudes they have to their learners with the same interest as theirs.

 Peer Tutoring. Peer tutoring, also known as "peer-assisted learning" or "peer mediated instruction," is a
strategy that involves learners acting as tutors to other learners (tutees) on a lace-to-face interaction, under
the supervision of a teacher. Any learner who volunteers and is known to be more knowledgeable on a
particular topic could be selected as tutor, regardless of their age or levels. Teachers could structure
application and training of tutors and could welcome any learner to be their tutees.

 Questioning. Teachers can simply incorporate cognitively challenging forms of questions that ignite critical
and creative thinking skills in their everyday teaching in the classrooms. Questioning is a way of making
learners think deeper and become more challenged. Follow-up questions to an initial answer generate
increased intellectual prowess, and some sample questions are
1. Clarification: "Do you mean ..2", How about explaining it once again?"
2. Justification: "How come?," "Why do you say so?"
3. Conception: "How do you understand the...?
4. Stability: "Do you agree with your classmate saying...?

Open-ended question samples are seen below:

1. Speculation: "How can you describe yourself five years from now?"
2. Discrimination: "What makes a good learner?"
3. Solution: "How can we achieve our greatest potentials?"

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 Trends and Issues in Teaching Gifted and Talented Learners

Can a learner be both gifted and coupled with a learning disability? Giftedness comes in different variations.
There are some gifted with extraordinary 1Q scores coupled with remarkable skills while others have high IQ scores
combined with disabilities. With the latter described condition, the disability of these learners turn to overpower their
cognitive abilities most especially when they are already labeled to having disabilities. Commonly, the priority is given
to the disabling condition, which often delimits the actual talents and capabilities of these learners With this,
opportunities were denied to intellectually gifted children due to their disabling condition. This chapter aims to examine
the characteristics of gifted and talented learners with disabilities, as well as present some issues concerning their
educational needs.
ENGAGE

The gifted learners with disabilities are individuals with exceptional potentials who have the capabilities of
performing high ability skills even with the presence of impairments and/or disabilities. These conditions are not limited
to learning disabilities. emotional and behavioral disorders, hearing impairments, visual impairments, physical
disabilities, which manifest either alone or in combination. Furthermore, these individuals are often called as twice
exceptional, double labeled, or those with dual exceptionalities.

Gifted with Learning Disabilities

The prevalence of twice exceptional learners is difficult to identify, mainly because they are usually clustered
with groups of learners with disabilities. Current research suggests that intellectually gifted learners often have
learning disabilities, which is often hard to recognize. The most common and significant feature of GLD (gifted with
learning disabilities) is having an inconsistent, unpredictable and inexplicable academic performance. This means
that they achieve outstanding results in one subject area, yet the same achievement is not reflected in other subjects
or vice-versa. Others may also excel in written tasks but may perform poorly on verbal activities.
Many of them tend to be inattentive in class, have difficulties in spelling or reading skills,
have poor relationships with peers, and even have low self-esteem. One famous individual of
this condition is Thomas Alva Edison who was unable to read until he was twelve years old. His
writing skills were poor throughout his life but these difficulties did not stop him to become one
of the greatest inventors throughout history. Some others who were said to have the same
Thomas Alva Edison condition are Walt Disney, Leonardo Da Vinci, and George Washington, who were famous for
their contributions and not for their disabling conditions.

39
Gifted with Autism
Another unique intersection happens between giftedness and autism.
Some characteristics of these learners include extreme ability to
concentrate, poor social skills, and extraordinary visual talents. Some
learners with this condition exhibit repetitive motor mannerisms, have an
unusual but passionate interest in one topic, and often lack empathy for
others and may tend to disengage in social activities that result to having
trouble forming friendships. One famous person with this condition is Dr.
Temple Grandin, who has autism and was diagnosed as deaf and brain- Dr. Temple Grandin
damaged at age 2, but was tested with an 1Q of 137 at age 8. Dr. Grandin World-famous Animal Science & Autism Self-
became a prominent author and speaker on both autism and animal Advocate
(PDA Entertainment Group, 2018)
behavior and is recently a professor of Animal Science at Colorado State
University. Included in the celebrated list of eminence with autistic
characteristics are Albert Einstein, Bill Gates. Bobby Fischer, Howard Hughes, Sir Isaac Newton and Vincent Van
Gogh (Davis, Rimm & Siegle, 2014) who were known for their gifted contributions and not for their autism spectrum
disorder.

Gifted with ADHD

Attention Deficit-Hyperactivity Disorder (ADHD), Impulsive-Hyperactive, and Inattentive types, are the new
catch-all diagnoses for children, gifted or otherwise (Rimm, 2008). These conditions are characterized by difficulty
with concentration, distractibility impulsivity, and hyperactivity. Learners with this condition tend to appear
disorganized and forgetful for they usually pay little or no attention to details. They also have difficulty in listening,
following instructions or simply staying in their seats. Rimm (2008) claims that giftedness may mask ADHD, and
ADHD may mask giftedness. Likewise, Flint (2001) gave importance on two things: (1) that the double exceptionality
of giftedness and ADHD is common and (2) that giftedness does not provide protection from the difficult symptoms
of ADHD. Just like typical learners with ADHD, gifted with ADHD lag two to three years behind their age peers in
social and emotional maturity. This mismatch in their cognitive and socio-emotional development is a challenging
consideration in guiding them learn across the curriculum. Some famous people who fall in this category are Robin
Williams and Michael Phelps.
The combination of giftedness and disability can deliver a double disadvantage that can make learners hide
their giftedness, or become unable to know their talents, causing them not to be identified for gifted programs. On the
contrary, Moon (2004) claimed that their high intellectual abilities might mask their disabilities, causing them to be
overlooked for special education programs. In the case of gifted learners with learning disabilities, Robinson (1999)
argued that students are doubly at risk because the characteristics of the two categories influence one another, talents
must be nurtured and learning strategies must be taught.
The following guidelines are critical when creating effective educational programs for gifted/LD students (Baum,
1990; Robinson, 1999):

 Give focused attention to developing the gift or talent in its own right. Enrichment does not equate to
remediation.
 Provide a supportive environment that values and appreciates individual abilities.
 Teach students strategies to compensate for their learning problems as well as provide direct instruction in
basic skills.

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 It is important to recognize that not all strategies will work with all twice-exceptional students. Proper diagnosis
will help develop education plans for those gifted and talented learners, but educators should be flexible to try different
strategies among different learners. One of the strategies given to gifted learners with learning disabilities is RTI or
the Response to Intervention.
Response to Intervention is an early intervention strategy that is implemented within the general education
classroom. It is a process used by educators in helping learners who are struggling with either a lesson or a skill. This
strategy is not only made for gifted learners but to any learner that struggle in some way. The general framework of
RTI revolves around a collaborative, problem-solving and intervention process with multitiered support on varying
degrees as seen on the figure below.

FIGURE 5.1: RTI Model

The first tier usually consists of quality or core instruction in the general education classroom where learners
who have not met expected grade level benchmarks are considered for more intensive support and interventions.
The second tier, still part of the general education system of supports, consists of providing students with smaller
group, more focused instruction in their area of need, and similar types of educational support. Students who continue
to be unresponsive to treatment, determined by ongoing progress monitoring, are then provided with a third tier of
interventions and further assessment. In some models of RTI, Tier 3 is considered to be special education (Mellard
& Johnson, 2007).

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