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Giftedness and Talents

Giftedness and Talents. Prepared by: Cicilia Evi GradDiplSc ., M. Psi. Definition . Narrow view  exclusively based on cognition, reasoning, and IQ test score Multidimensional view  intelligence, aptitudes, abilities, creativity and talents

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Giftedness and Talents

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  1. Giftedness and Talents Prepared by: CiciliaEviGradDiplSc., M. Psi

  2. Definition • Narrow view  exclusively based on cognition, reasoning, and IQ test score • Multidimensional view  intelligence, aptitudes, abilities, creativity and talents • Mary Fraiser  giftedness as the potential to excel at the upper end of any talent continuum (cited in Grantham, 2002)

  3. Meet Dr BaramuraliAmbati

  4. Gardner’s Multiple Intelligence • A broader view • Not merely connected to academic achievements • May excel in one or more areas, but not necessarily in all of them (8 areas) • The 9th existential intelligence is inclusive • Video

  5. Challenges • Overcoming the assumption that they do not need special attention or unique education program • Common educational program do not meet their need

  6. Characteristics • Females • Bias, stereotype, reduced opportunities • Single-sex school can excel their potential • Culturally and Linguistically Diverse students • Poor school systems • African-American students refuse to join the program  don’t want to be different • Students with Disabilities • Which issue to address first ….

  7. Cause • Both environment and heredity • Scores above 160  are like their parents’ and grandparents’ scores! • IQ is not a fixed characteristic • Attitudes, motivation, expectations, and values expressed in different cultures, societies, socioeconomic level and families  influence the development of talent

  8. Prevention • Important  prevent them from as many situations that negatively affect talent development  attitudes & opinion expressed by family, friends, TV and print media  influence behavior and teach role expectation • Prepare programs that foster academic excellence and creativity

  9. Assessments • Early Identification • Almost from birth • Master developmental milestones early (p. 477) • Obvious to family members • Prereferral • Educators should be aware of signs  verbal and nonverbal reasoning, leadership, academics, art, creative writing or poetry, and oral language

  10. Assessments (2) • Identification • Formal assessments • Informal (p. 478) • Evaluation • Look at the underachievers  boost motivation and self-esteem

  11. Intervention • Form 4 groups • Choose one gifted person and find out about his/her history of development • Then … discuss with your group on how to make individualized IEP for that particular person

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