Summary: Who are the gifted and talented?
- There has been a trend away from defining the gifted and talented in terms of a single category (for example, high IQ) towards a multi-category approach, which acknowledges a diverse range of special abilities.
- Multicultural values, which reflect a range of attitudes to abilities and qualities, form an important component of any concept of giftedness and talent. Identification procedures and programme content should equally incorporate multicultural perspectives.
- Social, emotional, and motivational factors are acknowledged as important aspects of giftedness and talent.
- Behavioural characteristics – such as advanced reading and language skills, early abstract thinking, and exceptional levels of knowledge, curiosity, and motivation – are helpful in identifying gifted and talented students.
- It is important to recognise potential as well as demonstrated performance. Educators should offer rich and challenging experiences to help realise potential.
Related reading
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.
The section of the report entitled 'Defining Giftedness and Talent' relates to the topics discussed in 'Definitions' section of the handbook site.