Bright or Gifted: Policy Development
The definition
Often a definition of giftedness is entered within the "guidelines" section of the policy, however in addressing "how to write a policy for the gifted and talented" it seems wise to first address "who" it is we are really serving. Berger (1991, p. 1) states that "a clear definition of the population serves as a foundation to the population". Taylor (1996) suggests in developing a clear definition practitioners should ask questions like "For which students are we writing this policy?"(Taylor, 1996, p. 114).
So how do we define gifted learners?: A quick look into definitions designed by others
Over the last few decades research has challenged the view that intelligence is fixed and can be measured by testing (Ross, 1993). Parkyn is seen as one of the notable figures in the area of gifted studies within New Zealand (McAlpine, 1996). Through his studies (which began around the 1940's), he created a wealth of understanding for others into the notion of cognitively gifted children (McAlpine, 1996). Parkyn's ideas stemmed from the idea of intelligence/IQ being the basis of gifted children's intelligence, however, Gardner (1983, cited in McAlpine, 1996), developed a theory of giftedness which suggests that there are multiple intelligences. As Parkyn entered into further research he too discovered that giftedness is displayed through multiple intelligences. Gardner outlined seven categories of giftedness and these are as follows:
- Spatial intelligence
- Musical intelligence
- Bodily-Kinesthetic
- Interpersonal intelligence
- Intrapersonal intelligence
- Linguistic intelligence
- Logical Mathematical intelligence
- Naturalistic intelligence
(Moltzen, 1998, p. 20)
Gardner believes that in the past there has been too much reliance on the area of linguistic and logical-mathematical intelligences, (Moltzen, 1998). He calls for educators and those defining giftedness to take a broader approach, a multicategorical approach, that sees gifted learners as more than cognitively able. Gardner believes "when this occurs many more promising children will be identified as gifted and thus a broader set of abilities are likely to be nurtured and developed" (Moltzen, 1998, p. 21).
In developing a policy Taylor (1998) believes that the first step is to think through the process. This challenges those, involved in the process, to define what special abilities are. Ask yourself: Are gifted children those who are gifted intellectually? Are there other children within your centre who show exceptional abilities in other areas? Do you have a "dramatist", a "dancer", a "rugby player", a "singer", a "leader", an "architect", a "sculptor", or a "story-teller" attending your centre? Do you class these children as gifted? The challenge for educators is to create their own definition of what giftedness is as Moltzen states "there is no universal definition of what constitutes giftedness" (Moltzen, 1999, p. 60). A definition must be contextualised thus mirroring each centre's culture. McAlpine (1996) states that giftedness is sensitive to time, places, and culture. The major question then is do you take a multicategorical approach or do you equate giftedness with high intelligence?
Examples of definitions:
Gifted and talented children are those identified by professionally qualifies persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and services beyond those normally provided by the regular school program in order to realise their contribution to self and society. Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas: General intellectual aptitude, Specific academic aptitude, Creative and productive thinking, Leadership ability, Visual and performing arts, Psychomotor ability.
(Marland, 1972, cited in McAlpine, 1996, p. 30).
Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environments. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavour.
(Based on definition used in the federal Javits Gifted and talented Education Act, cited in Ross, 1993, p. 26)
Within New Zealand it is particularly important to take a bicultural as well as a multicultural approach to giftedness as there are many cultures represented throughout our centres. Te Whariki states that children will "experience an environment, [the learning environment] where there are equitable opportunities for learning irrespective of ethnicity or background", (Ministry of Education, 1996, p.64). Therefore it is the teacher's role to develop understandings of giftedness from a broad cultural base, (Reid, 1992). There is a need for differentiated programmes and services that capitalising on a child's potential.... A useful way to define giftedness however is those learners who excel in one or more areas. Quite often within early childhood it will be those children who excel beyond their peers developmentally, (Harrison, 1999).