GIFTED AND TALENTED
LEARNERS
Foundation of Special and Inclusive Education
WHAT IS GIFTED AND TALENTED?
Gifted Talented
WHAT IS GIFTED AND TALENTED?
Gifted Talented
With IQ 130 or ^ Good in Math but weak in Language
Keen interest/curiosity Good in Music weak in Science
Creative and Problem solver Good in Sports
Fast learner/Absorb information quickly Etc.
Emotional at young age
High level comprehension
Considered as
ONE
Shows LEADERSHIP trait
WHAT IS GIFTED AND TALENTED?
Refers to those who have an IQ of 130 or higher. Distinctly above average in one
Giftedness or more of the following domains: intellectual, creative, social and physical. They
need services and activities not ordinarily provided by the school in order to fully
develop their potential.
Talented Inclined or good in a certain areas such as music, sport, design, or creative and
performing arts.
• Perform or have the capability to perform at higher levels compared to others of the
same age, experience, and environment in one or more domains. Require modification(s)
to their educational experience(s) to learn and realize their potential. Student with gifts
and talents:
• Come from all racial, ethnic, and cultural populations, as well as all economic strata.
• Require sufficient access to appropriate learning opportunities to realize their potential.
• Can have learning and processing disorders that require specialized intervention and
accommodation.
• Need support and guidance to develop socially and emotionally as well as in their areas
of talent.
Source: National Association for Gifted Children
S T U D E N TS W I T H G I F TS A N D TA LE N T S :
W H AT I S I N T E L L I G E N C E ?
• The ability to derive information, learn from experience, adapt to the environment,
understand, and correctly utilize thought and reason. – American Psychological Association
• Intelligence has been defined in many ways: higher level abilities (such as abstract reasoning,
mental representation, problem solving, and decision making), the ability to learn, emotional
knowledge, creativity, and adaptation to meet the demands of the environment effectively.
THEORIES OF INTELLIGENCE
TYPES OF INTELLIGENCE
• Spearman’s General Intelligence (g) – General Intelligence
• Thurstone’s Primary Mental Abilities
• Gardner’s Multiple Intelligences
• Triarchic Theory of Intelligence
THEORIES OF INTELLIGENCE
S PE A R MA N ’ S G E N ER A L I N TEL L I G E N CE ( G )
• Proponent: Charles Spearman – two- factor theory intelligence (1904)
• General intelligence, also known as g factor, refers to a general mental
ability that, according to Spearman, underlies multiple specific skills,
including verbal, spatial, numerical and mechanical.
• Those who did well in one area of intelligence tests (for example,
mathematics), also did well in other areas (such as distinguishing pitch;
Kalat, 2014).
THEORIES OF INTELLIGENCE
THURSTONE’S PRIMARY MENTAL
ABILITIES
• Proponent: Louis Leon Thurstone (1938)
• Challenged the concept of a g-factor. After analyzing data from 56
different tests of mental abilities, he identified a number of primary
mental abilities that comprise intelligence, as opposed to one general
factor.
• The seven primary mental abilities in Thurstone's model are
verbal comprehension, verbal fluency, number facility, spatial
visualization, perceptual speed, memory, and inductive
reasoning.
THEORIES OF INTELLIGENCE
H.G. - MULTIPLE INTELLIGENCE
• Proponent: Howard Gardner(1983)
• Proposed that there is no single intelligence, but rather distinct,
independent multiple intelligences exist, each representing unique
skills and talents relevant to a certain category..
THEORIES OF INTELLIGENCE
Gardner's Multiple Intelligences
Intelligence Characteristic Possible career choice
Ability to use language
effectively both written and
Novelist, lecturer, lawyer,
Linguistic oral expression; highly
playwright
developed verbal ability; think
in words
Ability to do calculation to
assist with deductive and
inductive reasoning; good at
Logical-
seeing patterns and Mathematician, physicist
Mathematical
relationships; conceptually and
abstract thinking; logical and
systematic.
Ability to manipulate spatial
configurations; good at pattern
Architect, sculptor, interior
Spatial recognition, shape sensitive,
decorator, engineer
form, and space; think in
images or pictures.
Ability to control and skillfully
use one's body to perform a
task or express feeling and
Bodily-Kinesthetic Dancer, athlete, surgeon
ideas, communicate thought
bodily language; keen athletic
ability.
Ability to discriminate pitch;
sensitivity to rhythm, texture,
and timbre; ability to hear
Musical Musician, composer
themes, production of music
through performance and
composition
Ability to understand other
individuals – their actions,
moods, and motivations – and to Counsellor, teacher,
Interpersonal
act accordingly, sensitive to ideas politician, salesperson
and feelings of others,
empathetic
Ability to understand one's
feelings, values, and motivations;
Intrapersonal self-reflective, inwardly Therapist, religious leader
motivated; insightful and self-
disciplined
Ability to understand
interrelationships; capacity to
discriminate and classify;
Naturalist recognizes patterns and Conservationist, forester
characteristics; evidences
concern for the environment,
sensitive to natural phenomena
TR IA R C H IC TH E O RY O F I N TE LLI G EN C E
• Proponent: 1985, Robert Sternberg
• Theory is based on the definition of intelligence as the ability to achieve success based on your personal standards and
your sociocultural context.
• Intelligence has three aspects: analytical, creative, and practical (Sternberg, 1985).
• Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or
evaluate problems and arrive at solutions. This is what a traditional IQ test measure.
• Creative intelligence is the ability to go beyond what is given to create novel and interesting ideas. This type of
intelligence involves imagination, innovation and problem-solving.
• Practical intelligence is the ability that individuals use to solve problems faced in daily life, when a person finds the best
fit between themselves and the demands of the environment. Adapting to the demands environment involves either
utilizing knowledge gained from experience to purposefully change oneself to suit the environment (adaptation), changing
the environment to suit oneself (shaping), or finding a new environment in which to work (selection).
TH EORI ES O F IN T E L L IG E N CE
O TH E R TY PE S O F IN TE LL I G EN C E
• Emotional Intelligence
• Fluid vs Crystalized Intelligence
INTELLIGENCE TESTS
• Binet-Simon Scale
• Stanford-Binet Intelligence Scale
• WISC and WAIS
GARDNER'S MULTIPLE INTELLIGENCES
Intelligence Characteristic Possible career choice
Linguistic Ability to use language effectively both Novelist, lecturer, lawyer, playwright
written and oral expression; highly developed
verbal ability; think in words
Logical-Mathematical Ability to do calculation to assist with Mathematician, physicist
deductive and inductive reasoning; good at
seeing patterns and relationships; conceptually
and abstract thinking; logical and systematic.
Spatial Ability to manipulate spatial configurations; Architect, sculptor, interior decorator,
good at pattern recognition, shape sensitive, engineer
form, and space; think in images or pictures.
Bodily-Kinesthetic Ability to control and skillfully use one's body Dancer, athlete, surgeon
to perform a task or express feeling and ideas,
communicate thought bodily language; keen
athletic ability.
GARDNER'S MULTIPLE INTELLIGENCES
Intelligence Characteristic Possible career choice
Musical Ability to discriminate pitch; sensitivity to Musician, composer
rhythm, texture, and timbre; ability to hear
themes, production of music through
performance and composition
Interpersonal Ability to understand other individuals – their Counsellor, teacher, politician,
actions, moods, and motivations – and to act salesperson
accordingly, sensitive to ideas and feelings of
others, empathetic
Intrapersonal Ability to understand one's feelings, values, and Therapist, religious leader
motivations; self-reflective, inwardly motivated;
insightful and self-disciplined
Naturalist Ability to understand interrelationships; capacity Conservationist, forester
to discriminate and classify; recognizes patterns
and characteristics; evidences concern for the
environment, sensitive to natural phenomena
CHARACTERISTICS
Cognitive Creative Affective Behavioral
• Spontaneity
• Unusual emotional depth and
• Creativeness and inventiveness • Boundless enthusiasm
• Keen power of abstraction intensity
• Keen sense of humor • Intensely focused on passions—resists changing
• Interest in problem-solving • Sensitivity or empathy to the feelings
• Ability for fantasy activities when engrossed in own interests
and applying concepts of others
• Openness to stimuli, wide • Highly energetic—needs little sleep or down
• Voracious and early reader • High expectations of self and others,
interests time
• Large vocabulary often leading to feelings of
• Intuitiveness • Constantly questions
• Intellectual curiosity frustration
• Flexibility • Insatiable curiosity
• Power of critical thinking, • Heightened self-awareness,
• Independence in attitude and • Impulsive, eager and spirited
skepticism, self-criticism accompanied by feelings of being
social behavior • Perseverance—strong determination in areas of
• Persistent, goal-directed different
• Self-acceptance and unconcern importance
behavior • Easily wounded, need for emotional
for social norms • High levels of frustration—particularly when
• Independence in work and support
• Radicalism having difficulty meeting standards of
study • Need for consistency between
• Aesthetic and moral performance (either imposed by self or others)
• Diversity of interests and abstract values and personal actions
commitment to self-selected • Volatile temper, especially related to perceptions
abilities • Advanced levels of moral judgment
work of failure
• Idealism and sense of justice
• Non-stop talking/chattering
Source: Clark, B. (2008). Growing up gifted (7th ed.) Upper Saddle River, NJ:
Pearson Prentice Hall.