The chapter opens with historical developments related to the measurements of various types of giftedness and identifies Alfred Binet as the pioneer of a developmental scale for children in the 1900’s. Lewis M. Terman is also credited for translating Binets scale to make it suitable for children in the US. The chapter also identifies a more recent theory, the theory of multiple intelligences, by V- Ramos Ford, which uses linguistic, spatial, musical, local mathematical, interpersonal and intrapersonal behaviors as a more objective measure of giftedness.
The four major components of definitions developed to describe giftedness according to this chapter include the fact that gifted children show a higher performance potential as compared to the others, show a higher performance capability especially in intellectual, creative and even artistic areas, show unusual leadership capabilities and even excel in specific academic areas. Lastly, gifted children require specific services that are not generally provided by the schools.
Factors that have contributed to the emergence of various forms of giftedness have also been identified and include genetic endowments, environmental simulation by learning assistants, as well as the interaction of the child's abilities with environmental influences
Various assessment devices used in the identification of the various forms of giftedness as identified in the chapter includes developmental scales and checklists, creativity tests, achievement and intelligence tests as well as observational information that is available from the people involved in the child's life.Towards this end, the chapter identifies strategies utilized to forster development of gifted children and identifies several strategies such as environmental simulation, differentiated teaching and instruction methodology,early entrance to kindergattens, specialhooized schools in visual and performing arts, mentoring programs etc.
Social emotional needs of gifted students as identified in the chapter include; understanding, appreciating and valuing their uniqueness, understanding and valuing their high level of sensitivity, as well as understanding ways of nurturing their talent,developing relational skills as well as understanding their own abilities. The chapter also appreciates the problems faced by gifted females and identifies them to include the fear of appearing feminine when doing male activities or appearing unattractive when competing with males, striking a balance between marital and career obligations cultural and traditional expectations as well as self or culture imposed restrictions related to occupation, or even educational choices
Lastly, elements of programs suitable for gifted children from different backgrounds include;ensuring that the program is properly staffed with skilled and competent personnel, who should collaboratively work as a team. Ensuring that teachers are responsible for shaping experiences, students interests, cognitive and ethical capabilities.Such programs should maintain and encourage diversity as well as ethnic inclusivity, the programs should also focus on strengths of the students as opposed to their weaknesses as well as helping parents to understand their roles in developing their childrens talent and giftedness. Such programs should also provide opportunities for hand on learning activities, that are able to foster self expression as well as a generous use of mentors as role models for children
The above content will enable the teacher to identify, understand, appreciate and nurture giftedness and talent. This can be done by designing a curriculum, methodology, objectives and instruction that provide a conducive environment for the acquisition and development of talent amongst learners. The teacher will also be able to accordingly advise parents and other stakeholders on the important role they play in nurturing their children’s talents and giftedness.
References
Hardman,M.L. Drew J.C. & Egan M.W. (2011) Human Exceptionality: School, Community, and Family Wadsworth, Cengage learning
