Conflicts in the Definition and Identification of Giftedness

The National Association for Gifted Children (NAGC) periodically issues position papers having to do with gifted education. For a list with links to current position papers you can click here. I would like to highlight a couple of the position papers, including what I see as conflicts that can be confusing about the definition of giftedness and the identification of students.

Redefining Giftedness for a New Century: Shifting the Paradigm 

Defining giftedness has been a controversial topic as long as I can remember. I believe that a lack of consensus in the field has often impaired progress. Different school districts adopt different definitions and different methods for identifying children who might benefit from advanced services. Misunderstandings result and parents and teachers become frustrated. This NAGC position paper feels more inclusive to me than some other definitions. For instance, the paper defines outstanding competence as “documented performance or achievement in top 10% or rarer)” instead of the 3% figure that used to be in vogue. The paper also states that those competencies may take place in one or more domains. Although it lists possible domains (e.g., mathematics, music, dance), it does not limit the definition to only those domains listed.

The position paper recognizes the development of ability or talent as a lifelong process. “As individuals mature through childhood to adolescence ... achievement and high levels of motivation in the domain become the primary characteristics of their giftedness.” In previous definitions, the emphasis often was placed on “potential” rather than accomplishment. We can see and recognize accomplishments. Potential is not as clear. How does one really know a person has potential if he doesn’t demonstrate it?

Educators need to adjust educational materials and methods for students who demonstrate that they can do more difficult work. I think that’s a premise that is difficult to argue.

Students who experience poverty, discrimination, cultural barriers, physical or learning disabilities, or motivational or emotional problems may be much more difficult to spot, so we need to lighten up a bit and consider more deeply if, given the right opportunities, these kids might be able to raise their levels of accomplishment.

The Role of Assessments in the Identification of GiftedStudents 

I question whether this position paper should be rewritten to more closely align with the position paper above. In Redefining Giftedness for a New Century, I think the reader is being told that each gifted student should be provided an educational experience that matches his or her needs. In The Role of Assessments in the Identification of Gifted Students, we are told that assessments should be used that align with a program’s goals and objectives. So, should we be figuring out what modifications a particular student needs or should we only be finding and serving students who fit into a particular program that we have designed? In The Role of Assessments in the Identification of Gifted Students, it sounds like the latter is true.

This second position paper also gets into the discussion of using alternative assessments (i.e., nonverbal ability tests) for students who are under-represented in gifted programs. Nonverbal ability tests have the potential to identify students who can solve unique problems. One cannot automatically come to the conclusion that a student who does well on these tests will be capable of handling the advanced language arts or math program that a school has created. If these types of tests are used, the school must carefully examine what types of programs need to be created that will be meaningful.

Under best practices for using assessments for gifted identification, the position paper states: “the choice of assessment tools must match the definition of giftedness that has been determined by the state, district, or school.” Here we’re coming back to the muddled conception of giftedness again. As a family moves across the country, parents may find that their children were “gifted” in one state or city, but not in another. No wonder there is such confusion.

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So we need to figure out which comes first—the horse or the cart. Should we be figuring out which students have very strong abilities and then design programs around those abilities or should we be designing programs to match our state, district, or school definition of giftedness and then trying to find students who would be a good match for those programs?

Profoundly Gifted

There are many different levels of giftedness. Profoundly gifted kids are so advanced that they may have a very difficult time finding intellectual peers. These high-functioning young people often skip several grades and/or begin college before they enter adolescence. This group of students makes up a very small portion of the population and resources are difficult to find. Here are some that you may find helpful:

• To better understand various levels of giftedness, read What Is Highly Gifted? Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? Carolyn K. helps us better understand the meanings of each of these terms.
• Exceptionally and Profoundly Gifted Students: An Underserved Population by Miraca U. M. Gross explains the developmental differences of this group of young people and the pressures they feel. She also provides recommendations for addressing their academic needs.
• Raising a profoundly gifted child can be a real challenge. In Profoundly Gifted Guilt, Jim Delisle discusses the frequent concerns of parents of profoundly gifted children.
• In Tips for Parents: Helping Parents Understand Their Profoundly Gifted Children, Barbara Clark applies brain research to profoundly gifted children and recommends ways to work with them.
• The Davidson Young Scholars program provides free services designed to nurture and support profoundly gifted young people. Students and their parents receive assistance through consulting services, an online community, annual get-togethers, the Ambassador Program, and guidebooks.
• Texas Parents for the Profoundly Gifted offers both online and in-person support to families of profoundly gifted kids.
• PG Retreat: A Gathering of Families with Profoundly Gifted Children helps to form connections and friendships and to share resources and experience. PGR organizes the annual retreat, informal local gatherings around the country, listservs, and web forums to support its members.

Artistically Gifted Children

How can parents and teachers assess whether a child is artistically gifted? In Identifying Artistically Gifted Children, Willemina Foeken does a commendable job of summarizing research, listing characteristics of artistically gifted youth, and offering recommendations for parents and teachers.

Foeken believes that artistic talent does not normally reveal itself as early as musical talent. When looking at the childhoods of great artists, we find that the earliest known painting of Rembrandt was done at the age of 19. Although Leonardo da Vinci took up art at the age of 15, all his great work was done after the age of 40. Matisse and van Gogh didn’t start painting until they were in their 20s.

Foeken feels that the most remarkable work on artistically gifted children has been done by C. Gaitskell and V. Lowenfeld who both conducted many long-term case studies. Foeken summarizes the characteristics that Gaitskell and Lowenfeld use to identify children as being artistically gifted. They are

1. Artistically gifted children show fluency of imagination and expression. These children can’t get their ideas down fast enough. They don’t need stimulation. One idea leads to another.
2. They might have a highly developed sensibility in certain areas. For example, movement, space, rhythm, color. (One small boy I taught was only interested in tempera paints and lost interest if other media were used. Another child drew only figures showing a lot of movement or action.)
3. They show integration of thinking, perceiving, and feeling.
4. There is a distinctive quality to their imagination. These children have faith in their ideas and don’t find the need to copy.
5. There’s a directness of expression. The gifted child can be very expressive but only if the experience motivating him or her to paint, has been personally meaningful. Such a child rarely responds well to classroom activities where the teacher sets the topic.
6. There is a high degree of self-identification with the subject and the medium. Artistically gifted children live their art. They are in their work. It is part of them. Even the medium is often like an extension of the fingers. Their work is intensely personal and shows an inner need for visual expression.
7. Most of these children draw well before the age of 2—usually by 15 months if given the chance.
8. They are always above average in intelligence. Although studies indicate that all those gifted in art score well in IQ tests, the reverse is not always true. Many with high IQs are below average in art!
9. All show extraordinary skill with the medium.
10. There is usually a sensibility for design.
11. Each child is highly individual and inventive.
12. The artistically gifted child works frequently on a favorite art form. No encouragement is needed. (Foeken, 2005)

Foeken offers recommendations for parents and teachers of artistically gifted children, based on both Lewenfeld’s suggestions, as well as her own. They are

1. Regard your child’s art as a record of his or her personality.
2. Don’t put too much emphasis on the end product.
3. Display the work of all of your children—not just the one best at art.
4. Teach your child to respect the work of others.
5. Don’t correct wrong proportions.
6. Don’t encourage competitiveness in art.
7. Provide your child with an appropriate space for work and suitable materials.
8. Send your child to art classes.
9. Don’t show children how to paint.
10. Allow experimentation.
11. Provide a range of materials and experiences to suit as many children as possible.
12. Avoid the trap of over-teaching. Teachers need to know when to assist and when it is best to leave children alone. (Foeken, 2005)

Foeken also says not to be concerned if, as a parent, you know very little about art. Some of the greatest artists also had parents who knew very little about the subject. She advises parents to burn all coloring books and “how-to-draw” books. Do visit art galleries with children and make them familiar with the art sections of the library. “Above all, enjoy your child’s creativity but don’t make a great fuss over it.”

Do Not Jump to Conclusions about Your Preschooler’s Characteristics

Recently I had some pretty obvious physical symptoms that indicated I should see a doctor. Because my symptoms were pretty pronounced, I was shuttled from doctor to doctor in quick succession. Each specialist hypothesized about what awful disease I probably had. While each of these doctors had a lot of experience in their professions, we had no test results back yet. There was little objective information. I didn’t want to listen to any of their speculations, because I would worry myself unnecessarily. It also would have made no sense for them to treat me for an illness they just thought I had. This reminded me of communications I have with many parents.

I frequently hear from concerned parents with very young children. Either the parents or others are experiencing behavioral problems with the kids. The parents are certain that their child is gifted and that is the cause of the problems. They don’t know what to do. They are frantic. I ask parents to remember to withhold conclusions until they have more information. Because some well-meaning teacher or friend tells you that they think your child is gifted, doesn’t mean she is. Even if your child is gifted, that doesn’t mean that his or her giftedness is the cause of whatever problems you are having. The parents are assuming a “diagnosis” and speculating about “treatment” prematurely.

The first thing I recommend to these parents is to learn as much as they can about giftedness. Read books, such as Early Gifts: Recognizing and Nurturing Children's Talents. Subscribe to magazines and journals on gifted education. Attend gifted education conferences. If you feel it is necessary to have your child formally tested (there are pros and cons to this) find a psychologist who has experience with gifted children.

Also, basic parenting skills are important. Even if your child is gifted, he is still a child. Because he is verbally precocious doesn’t mean he should be given the power in the family to make adult decisions, which can then lead to behavior problems. Read some books by Silvia Rimm, such as Dr.Sylvia Rimm's Smart Parenting: How to Raise a Happy, Achieving Child  .

Once your child is in school, talk with your student’s teacher. While you may see one side of your child, the teacher has worked with many children and may have valuable information to share with you that is quite different from your perspective. While it is important for you to share your knowledge, it is also extremely important for you to truly listen.

Your child may be experiencing social/emotional problems that sometimes accompany giftedness, but the problems you are having may also be caused by other reasons.