An Integrated Identification and Intervention Model for Intellectually Gifted Children

Abstract

Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and argues that schools have an important role in the early identification of socioemotional problems and learning difficulties, as these can create barriers to learning and achievement. Although Gagné did include underachievers in his Differentiated Model of Giftedness and Talent, he has also argued that only achieving children should be included in academic talent development programs, and he supports a separate pathway for gifted underachievers. This article demonstrates that such a pathway can be achieved through an inclusive model for gifted achievers and underachievers. A model involves the early triaging of children through identification of giftedness, socioemotional problems, and learning difficulties.

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

“…They may be present in individuals, but due to misinterpretations of the unique behaviors and communication styles of gifted individuals (Wellisch & Brown, 2012), and depending on the amount of attention given by their educational, family, and social contexts to their especial and particular needs, they can result in a negative outcome (extreme perfectionism, low self-esteem), as emphasized by Davis et al (2011a). These characteristics can also be associated with a mental, learning, physical, and sensory processing disorders, in cases called dual exceptionality, which refers to the presence of high abilities in one or more areas, along with disabilities or conditions that are incompatible with these characteristics (Neihart, 2008).…”

“…Such diversity has attracted researchers' interest in investigating how these individuals differ from their peers and in understanding their different profiles and interests (Wellisch & Brown, 2012). This perception refers to the third aspect, as emphasized by Panov (2002), i.e., the need to use different criteria in the evaluation of the phenomenon as an attempt to understand all aspects involved in the construct.…”

Editorial

“…While definitions vary, as noted by both Ziegler, Stoeger, and Vialle (2012) and Carman (2013), there are 11 traits that are generally proposed and, though gifted children have most of them, they might not have all (Wellisch & Brown, 2012). IQ testing is one method for determining giftedness, but there is also qualitative information that needs to be used in making the determination.…”

“…Naming a child as special in some way immediately brings a different sort of attention to them and this might not be beneficial to their development in the long run. However, there is no avoiding the business of a child who displays qualities that differ from other children of their age -like being able to read before preschool years have been completed, showing intense interest in, and curiosity about, one or more activities and thus having knowledge beyond their years on unusual topics, being somehow 'over-sensitive' , or having a concentration span that clearly exceeds the norm (Wellisch & Brown, 2012). The Department for Education and Early Childhood Development (Victoria) (DEECD) (2013a) provides a list of the attributes displayed by gifted children on its website at: http://www.education.vic.gov.au/school/teachers/ teachingresources/diversity/Pages/giftedpotential.aspx, and states: '.…”

A Double Label: Learning Disabilities and Emotional Problems among Gifted Children

“…Many of these dropouts are learning disabled [46,47]. The reasons for this situation are the vulnerable self of the gifted disabled student [48][49][50], lack of support from school [51,52] because of inability to help the double-labeled students both with her or his difficulties and the high level educational needs stemming from her or his giftedness. The gifted disabled student has also well-developed compensation mechanism (e.g.…”