Summary: Characteristics of gifted and talented students
- As definitions of giftedness have broadened, so too has the diversity of characteristics included in each concept. Each gifted and talented student is unique, with his or her own set of behaviours and characteristics. It is important for schools to note behaviours and characteristics that are valued by different cultural groups. It is also imperative that schools develop a set of characteristics that reflects their individual definition of, and approach to, giftedness and talent.
- Characteristics of the gifted and talented student can be grouped under the following headings:
- learning characteristics
- creative-thinking characteristics
- motivational characteristics
- social leadership characteristics
- self-determination characteristics.
- While most characteristics of the gifted and talented are positive in nature, some characteristics typical of the gifted and talented can be less acceptable. For example, a student who can recall a wide range of knowledge may dominate class discussion. A student who prefers to work independently may actively resist working with others.
- The emotional and social development of most gifted and talented students is within the bounds of normality. However, for some, emotional and social difficulties arise as they progress through life. It is important to recognise that the emotional and social development of these students is not necessarily problematic on its own but can become problematic if they find themselves out of step with their peers.
- Gifted and talented students often have strong academic self-concepts but weaker social self-concepts.
- Gifted and talented students are sometimes characterised by a sense of perfectionism – a compulsive need to achieve at the highest level and do the very best work possible.
- Gifted and talented students often display high levels of sensitivity, which they may direct to a strong sense of right and wrong and social justice. In the classroom they may have a preoccupation with social, moral, and ethical issues and will often act on their own convictions in these areas.
- The behavioural characteristics of some gifted and talented children closely resemble those associated with attention deficit hyperactivity disorder (ADHD).
- With many gifted students, there is a significant discrepancy between their ability and their performance. The first step in reversing this underachievement is to identify students in this category.
Related readings
For links to a range of online reading material by New Zealand authors about gifted and talented education, go to the G&T Related Reading for School Policies and Programmes site.
Research
The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Providing for Gifted and Talented Students
This research was commissioned by the Ministry of Education in response to a recommendation made in the report from the Working Party on Gifted Education, and to inform the Ministry of Education's development of policy for the education of gifted and talented students.
The purpose of the research was to determine how schools provide for these students and the efficacy of these approaches.