The National Association for Gifted Children (NAGC) makes the definition of gifted students clear: These students perform or have the capacity to perform “… at higher levels compared to others of the same age, experience, and environment in one or more domains.” It is important to recognize gifted students, as well as their differing types, in order to support them to achieve at the highest level.
Emporia State University’s Master of Science (M.S.) in Special Education (SPED) – Gifted, Talented, and Creative online program prepares graduates to work as special education professionals who support the needs of gifted, talented, and creative students. Graduates of this program gain insights into instructional strategies, support methods, and the six types of gifted students.
Why Recognize Gifted Students?
Gifted students can achieve great heights whether academically, creatively, or athletically. However, they must receive adequate support in order to do so. As NAGC explains, “They require modification(s) to their educational experience(s) to learn and realize their potential.” This support can come from family and community but must also be present in the teaching environment.
Educators should understand that gifted students are present in a diverse spectrum of backgrounds across various cultures, races, ethnicities, and classes. Some gifted students may experience “learning and processing disorders that require specialized intervention and accommodation,” and may ” … need support and guidance to develop socially and emotionally as well as in their areas of talent,” per the NAGC.
Recognizing and working with gifted students exists outside of the special education realm, but special education and adapting to gifted students can also go hand in hand. This is why Emporia State University’s dedicated study program, which combines special education pedagogy and a focus on gifted students, is helpful for future special education teachers.
Identifying Types of Gifted Students
NACG provides useful information about identifying gifted students, explaining that students should have multiple opportunities for assessment. This is because students can express talents in different ways, and there is not a one-size-fits-all approach to testing. NACG also emphasizes the importance of early identification so that the school environment can support these students in developing their talents.
There are various processes to determine gifted status, which are selected by a school district. However, NACG provides guidelines that can be helpful along the way. The process is mainly divided into three phases: nomination/identification, screening, and placement. Additionally, assessment tools consist of both objective and subjective methodologies, ranging from standardized tests to nominations, teacher observation, portfolios, and educational profiles built on a larger qualitative and quantitative dataset.
Furthermore, professionals can categorize gifted students into six main types, according to Daily Galaxy. It notes, “Understanding the nuances of each gifted profile can provide valuable insights into an individual’s cognitive strengths and potential challenges.” Initially developed by George Betts and Maureen Neihart in 1988 and revised in 2010, these types are: the successful, the creative, the underground, the at-risk, the twice exceptional, and the autonomous:
- Successful students are generally good at school but can be pushed to take risks, be more creative, and broaden their horizons.
- Creative students, on the other hand, are already good at thinking outside of the box but may -need help with emotional regulation. Underground gifted types are usually shy about acknowledging their gifts and struggle with insecurity. Educators can provide these students with peers and role models encouraging them to embrace their gifts rather than downplay them.
- At-risk students are ones whose gifts may be unrecognized until later in life. They may struggle at school or be considered disruptive. These students need “safety and structure” and benefit from having a teacher who sees and champions their potential.
- Twice exceptional students may have a learning disability or physical disability in addition to being gifted. They need educators to look beyond their disabilities to witness their strengths and nurture them.
- Autonomous students are similar to successful students in that they naturally do well and already go outside of their comfort zones. However, they can still benefit from support to grow beyond the ceiling of their immediate educational environment.
- Underground students often conceal their skills and abilities, which leads to frustration and misunderstanding. They are often very empathetic and adaptable but not strong at expressing their potential.
Teaching Gifted Students
Teachers working with gifted students may benefit from understanding the American Psychology Association‘s principles of gifted, talented, and creative teaching. These principles are comprehensive and worth deep examination and discussion.
Programs like Emporia State University’s online M.S. in SPED – Gifted, Talented, and Creative program allow candidates to engage with this topic in depth. The Characteristics of the Gifted course and Education of Gifted Learners course help future educators gain the necessary skills to work with these unique students and support them achieve their highest potential.
Learn more about Emporia State University’s online M.S. in SPED – Gifted, Talented, and Creative program.
