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DEPARTMENT OF PSYCHOLOGY,

PANJAB UNIVERSITY, CHANDIGARH

PROBLEMS AND ISSUES OF EXCEPTIONAL CHILDREN

ASSIGNMENT

TOPIC: MEANING, IDENTIFICATION AND INTERVENTIONS OF

GIFTED CHILDREN

SUBMITTED TO

MS. RINU AGUNIA

SUBMITTED BY

GURLEEN KAUR

CLASS: POST MASTERS DIPLOMA IN PROFESSIONAL

COUNSELLING AND PSYCHOTHERAPY
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Contents

Introduction...........................................................................................................................................................
Case Study of a Gifted Child................................................................................................................................
Interventions and Accommodations......................................................................................................................
References.............................................................................................................................................................
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GIFTED CHILDREN: MEANING, IDENTIFICATION AND

INTERVENTIONS

Introduction

Gifted children have exceptional abilities that far exceed the developmental norms for

their age group, including advanced reasoning, rapid learning, increased creativity, and socio-

emotional sensitivity (Neihart et al., 2016). Traditionally, giftedness was associated with a

high intelligence quotient (IQ), but current research emphasises a multidimensional

understanding that includes creativity, motivation, and a wide range of talent (Gardner, 1983;

Renzulli, 1978; Sternberg, 1985). Despite their advanced abilities, gifted children may face

academic and emotional difficulties such as boredom, perfectionism, social isolation, and

anxiety, especially if their needs are not met or misunderstood (Pfeiffer, 2015). As a result,

early detection and evidence-based interventions are critical for supporting their cognitive

development and emotional well-being, as well as ensuring that their full potential is nurtured

in both educational and home environments.

A report by National Association For Gifted Children (2019) defined gifted and talented

learners as those, “ who have the capability to perform at higher levels compared to others of

the same age, experience and environment in one or more domains. They require

modifications to their educational experiences to learn and realize their potential.” This report

highlighted the following points for students with gifts and talents:

1. They come from all racial, ethnic, and cultural populations as well as all economic

strata.

2. Access to relevant learning opportunities is essential for these individuals to reach

their full potential.

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3. Specialized intervention and accommodations may be required for these students who

have learning and processing disorders.

4. They require support and guidance to grow socially, emotionally and in their areas of

expertise.

5. They may require different services based on their changing needs.

Despite extensive research, the characterisation and diagnostics of giftedness remain a

source of contention: components of giftedness and criteria for exceptional abilities lack

operationalisation and precision (Robinson et al., 2000; Sternberg and Davidson, 2005;

Subotnik et al., 2011). Nevertheless, different researchers look at giftedness through different

models. Renzulli's Three-Ring Conception (Renzulli, 2011) proposes that giftedness results

from a combination of above-average ability, creativity, and task commitment. Gagné's

Differentiated Model of Giftedness and Talent (Gagné, 2004) distinguish between innate

natural abilities (gifts) and systematically developed skills (talents), emphasising the role of

environmental and personal factors in developing gifts into talents. Sternberg's Triarchic

Theory (Sternberg, 1985) proposes that giftedness is defined by a combination of analytical,

creative, and practical intelligences, implying that traditional intelligence tests may not fully

capture an individual's capabilities. In terms of intelligence quotient (IQ), the average range

of IQ lies between 85-115. Gross (2000) categorized giftedness in the following levels:

1. Mildy gifted: 115-129

2. Moderately gifted: 130-144

3. Highly gifted: 145-159

4. Exceptionally gifted: 160-179

5. Profoundly gifted: 180+

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Additionally, based on four different domains, Clark (2008) highlighted the following

characteristics of gifted children:

1. Intellectual abilities:

a. Intellectual curiosity and eagerness to explore new concepts.

b. Interest in problem-solving and applying concepts.

c. Voracious and early reader

d. Quick learning and ability to grasp complex ideas

2. Creativity and imagination:

a. Intuitiveness and ability to generate novel ideas.

b. Openness to stimuli and broad interests

c. Flexibility

d. Ability for fantasy

3. Motivation and task commitment:

a. Insatiable curiosity

b. High expectation of self and others often leading to feelings of frustration

c. Can be impulsive, eager and spirited

d. Need for consistency between abstract values and personal actions.

4. Social and emotional aspects:

a. Deep and intense experience of emotions

b. Idealism and sense of justice

c. Heightened self-awareness, accompanied by feelings of being different

d. High levels of frustration, particularly when having difficulty meeting

standards of performance (either imposed by self or others)

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In India, gifted students are identified through a mix of assessment approaches.

Traditionally, intelligence tests are used, with an IQ score of 130 or above considered a key

benchmark. Alongside formal testing, parents and teachers play an important role by

observing traits such as exceptional curiosity, quick learning ability, and strong focus on

complex or deeply interesting topics. Achievement and performance tests are also used to

evaluate students’ knowledge and skills, helping to identify those who consistently perform at

a high level. The National Education Policy (NEP) 2020 emphasizes improving the

identification and support systems for gifted learners. Some initiatives follow nomination-

based processes and detailed profiling. For instance, programs run by the National Institute of

Advanced Studies (NIAS) involve conducting in-depth interviews with parents, teachers, and

the students themselves. They also include observation sessions during workshops to confirm

initial impressions and assess the child’s motivation and interest across subjects (Surendar et

al., 2022). India uses a blend of international and locally developed tools to identify gifted

children. These include the Binet-Kamat Test (an Indian adaptation of the Stanford-Binet

test) and the NIEPID Indian Test of Intelligence. Other commonly used assessments include

the Wechsler Intelligence Scale for Children (WISC-V), Raven’s Progressive Matrices, and

the Naglieri Nonverbal Ability Test (NNAT). Additionally, some government programs may

use the Culture Fair Intelligence Test (CFIT) to ensure fair evaluation across different

cultural and linguistic backgrounds.

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Case Study of a Gifted Child

Case Profile

Ananya (pseudonym) is a 10-year-old Grade 5 student attending a Kendriya Vidyalaya in

Bengaluru. She comes from a middle-class family; both parents hold professional degrees.

Teachers observed early academic advancement, advanced vocabulary, strong curiosity, and

self-initiated learning behaviors. By Grade 2, Ananya was independently reading higher-level

books, showing deep interest in astronomy and computer coding, and frequently finishing

tasks much earlier than peers. However, she also displayed boredom during routine tasks,

perfectionism, and occasional emotional frustration when unable to meet her self-set

expectations.

Assessment and Identification

A multi-method assessment approach was used to avoid cultural bias while also capturing

intellectual and creative abilities. Ananya scored 132 on Malin's Intelligence Scale for Indian

Children (MISIC), placing her in the gifted range. Cross-validation with the Binet-Kamat

Test of Intelligence revealed advanced age-equivalence scores, indicating superior cognitive

ability. Furthermore, she scored in the 98th percentile on Raven's Coloured Progressive

Matrices, indicating exceptional nonverbal reasoning. Teacher reports, parent interviews,

work samples, and creative tasks all demonstrated high academic curiosity, intrinsic

motivation, and early problem-solving abilities. These findings confirm intellectual

giftedness, emotional intensity, and social sensitivity tendencies.

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Educational and Emotional Needs

Although academically advanced, Ananya exhibits asynchronous emotional development,

perfectionistic tendencies, and occasional peer difficulties, consistent with gifted profiles.

Without appropriate challenge, she risks boredom-related disengagement and anxiety.

Interventions and Accommodations

Interventions are designed based on the National Education Policy (NEP) 2020, which

emphasizes identifying and nurturing unique student abilities through flexible learning

pathways. Recommendations include:

1. Curriculum compacting and differentiated instruction to prevent repetition and

provide higher-order learning tasks.

2. Subject acceleration in mathematics and science consistent with NEP’s flexible

progression pathways.

3. Pull-out enrichment sessions, including independent research projects and exposure to

scientific inquiry.

4. Participation in Atal Tinkering Lab (ATL) activities to support creativity, innovation,

and hands-on STEM learning.

5. Nomination for national programs such as DHRUV and INSPIRE-MANAK, which

offer mentorship and innovation support for high-ability students.

6. School counselling focusing on managing perfectionism, emotional regulation, and

social-skills development.

7. Parent-teacher collaboration, encouraging balanced expectations and fostering both

academic challenge and emotional well-being.

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These accommodations align with NEP 2020’s vision of personalized learning, talent

development, and socio-emotional support for gifted students. Thus, gifted children require

timely identification and tailored support to fully develop their abilities. A collaborative

approach between schools, parents and policy initiatives ensures that gifted learners reach

their full potential.

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References

Clark, B. (2008). Growing up gifted: Developing the potential of children at home and at

school. Pearson/Merrill Prentice Hall.

Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental

theory. High Ability Studies, 15(2), 119–

147. [Link]

Gardner, H. (1983). Frames of Mind: A Theory of Multiple Intelligences. New York: Basic

Books.

Gross, M. U. M. (2000). Exceptionally and profoundly gifted students: an underserved

population. Understanding Our Gifted, 12(2), 3–9. [Link]

Kuznetsova, E., Liashenko, A., Zhozhikashvili, N., & Arsalidou, M. (2024). Giftedness

identification and cognitive, physiological and psychological characteristics of gifted

children: a systematic review. Frontiers in Psychology, 15.

[Link]

Neihart, M. (2016). Psychosocial factors in talent development. In M. Neihart, S. I. Pfeiffer,

& T. L. Cross (Eds.), The social and emotional development of gifted children: What

do we know? (2nd ed., pp. 159–171). Prufrock Press Inc..

Pathak, N., Vashistha, V., & Hitkarini Prashikshan Mahila Mahavidyalaya. (2022).

EDUCATION RELATED TO GIFTED IN INDIA. International Journal of Novel

Research and Development, 7(9), 1385–1386.

[Link]
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Pfeiffer, S. I. (2015). Essentials of gifted assessment. John Wiley & Sons, Inc..

Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan,

60, 180-184.

Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of

Personality and Social Psychology, 49(3), 607–627. [Link]

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Sternberg, R. J., & Davidson, J. E. (Eds.). (2005). Conceptions of giftedness (2nd ed.).

Cambridge University Press. [Link]

Subotnik, Rena & Olszewski-Kubilius, Paula & Worrell, Frank. (2011). Rethinking

Giftedness and Gifted Education A Proposed Direction Forward Based on

Psychological Science. Psychological Science in the Public Interest. 12. 3-54.

10.1177/1529100611418056.

Surendar, Mr & Nc, Kiran Babu. (2022). The Path and Direction of National Education

Policy 2020 for the Gifted Children in India.