A Developmental Concept of Giftedness: Implications for the Regular Classroom

Abstract

Earlier approaches to giftedness and to the education of highly able students emphasised a relatively static concept of giftedness characterised by formal identification procedures, predetermined cut-off points for selection purposes, and pull-out programs for the selected students. This model is based on assumptions that can no longer be countenanced. In its place, a developmental concept of giftedness acknowledges the influence and importance of the environment on a child's performance and stresses the crucial role of the regular classroom teacher in the development of talented behaviour. Implications for the teacher and the school are discussed under the headings of (a) identification, (b) curriculum, (c) classroom management & organisation, (d) teaching strategies & skills and (e) school organisation. A developmental concept is not only theoretically sound but also includes the regular teacher as part of the developmental process itself.

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

“…Although portfolio assessment has been hailed as a developmentally appropriate way to identify young gifted children (Shaklee, 1992;Wright & Borland, 1993), provided that the teacher is aware of the characteristics of giftedness (Johnsen, Ryser, & Dougherty, 1993;Porter, 1999), a review by Herman and Winters (1994) showed that investigations into the reliability and validity of the portfolio method in identifying giftedness have been sparse and that stability had not been established for scores or ratings over time. Another factor in identification by teachers is the opportunity, or lack of opportunity, that the curriculum provides to reveal achievement beyond grade expectations (Braggett, 1997;Shaklee, 1992).…”