Concepts and definitions
The change from a single to a multi-category concept of giftedness and talent has been paralleled by changes in the concept of intelligence itself. No longer seen as a single entity, it is now viewed in terms of multiple intelligences.
Foremost amongst the proponents of multiple intelligences is Gardner, (1993) who has postulated the following eight intelligences:
- logical-mathematical
- linguistic
- bodily/kinesthetic
- spatial
- musical
- interpersonal
- intrapersonal
- naturalistic.
In many ways, these can be seen as areas of special ability rather than intelligences. In fact, Gardner defines these intelligences as sets of abilities, talents, or mental skills that enable individuals to solve problems or fashion products in such a way as to be useful in one or more cultural settings.
Gardner is sensitive to the special abilities that different cultures value most highly. Assessment procedures and curriculum models have been developed around these special abilities or intelligences.
There are hundreds of definitions of the term 'gifted and talented'. Generally speaking, they can be classified as either conservative or liberal. Conservative definitions are usually based on a single criterion, such as intelligence, and identification is based on a high IQ score. These definitions usually limit giftedness and talent to a small percentage of the school population (for example, 1–3 percent).
Liberal definitions, on the other hand, are based on a broad range of criteria. They adopt an inclusive approach that accepts a fairly high percentage (for example, 10–15 percent) of the school population as having special abilities. Contemporary definitions tend to avoid stating any specific percentage of the school population as being gifted or talented because schools differ so much in their interpretation of variables associated with the concept.
Some definitions accept potential performance as part of their criteria, whereas others focus on demonstrated performance. Whichever way you take it, the key issue for teachers is the need to offer challenging learning experiences so that potential can be realised.
Several definitions view behaviours as central to the concept. Here, it is the characteristics and behaviours of people that illustrate the giftedness and talent, for example, in Gifted is, as gifted does (Hill, 1977).
Influential studies
Some important definitions have affected attitudes to giftedness and talent over the last three decades. Following is a discussion of several of the most influential studies.
- The Marland Report (1972) This report was presented to the United States Office of Education and had a significant impact on gifted education. It contained the first truly multi-category definition.
- Renzulli (1978)
Renzulli developed a definition of giftedness based on the interaction between three basic clusters of human traits:- above-average ability
- a high level of task commitment
- a high level of creativity.
Renzulli and Reis (1985) claim that gifted and talented children "...are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance" (page 28).
Furthermore, they emphasise that such children "...require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs" (page 28).
Renzulli's concept of giftedness is represented in the following diagram.
Diagram 1: Renzulli's concept of giftedness
If you cannot view this diagram, select this text version.
- New Zealand Department of Education's draft policy (1986) In 1986, the New Zealand Department of Education published a draft policy statement for children with special abilities, which was very similar to the Marland Report.
It suggested that teachers examine a wide range of areas, including:
- specific academic, technical, or mechanical aptitude and achievement
- creative, productive, or intuitive thinking
- cultural arts – verbal, visual, performing
- general intelligence
- psychomotor skills
- cultural traditions, values, and ethics
- social skills and leadership
- aesthetics.
- Javits Gifted and Talented Act (1988) and the United States Office of Educational Research and Improvement report National Excellence and Developing Talent (1993)
The Javits Act (in the United States) defined gifted and talented students as those who give evidence of high-performance capability in intellectual, creative, artistic, leadership, or specific academic fields, and who require programmes not ordinarily provided by the school in order to fully develop such capabilities.
While there is little new here, Javits began to push for giftedness and talent as a "natural resource vital to the nation's future", that is, for the concept of national talent.
This trend was taken up more vigorously by a Javits advisory panel and by the US Office of Educational Research and Improvement, which produced a report entitled National Excellence and Developing Talent (1993).
This report dropped the term 'gifted' in favour of 'exceptional talent'. It emphasised the need to identify talent in students across all cultural groups and socioeconomic strata, and in all areas of human endeavour. It also stated that supplying rich and varied learning experiences is a productive way of encouraging talent development.
Following is a summary of the suggestions for schools from the report.
National excellence into practice: Suggestions to schools
- Seek variety in the range of abilities of talented students.
- Enable equality of opportunity and access to provisions free from cultural and other biases.
- Identify potential as well as demonstrated achievement.
- Use a variety of assessment procedures for identifying students with exceptional talents.
- Assess the motivation of learners so as to take account of the drive and passion which plays a key role in accomplishments.
(United States Office of Educational Research and Improvement, 1993)