EDUC 2

• Intelligence is a complex topic, and there is much debate surrounding what it actually is and how it can be measured.
• Psychologists generally agree that there are four main types of intelligence: Intelligence Quotient (IQ), Emotional Quotient (EQ), Social Quotient (SQ), and Adversity Quotient (AQ).
• The Intelligence Quotient (IQ) is a measure of a person’s intellectual abilities and potential, often used as a predictor of academic success and job performance.
• The Emotional Quotient (EQ) is a measure of a person’s ability to identify and manage their own emotions, as well as the emotions of others, and is often said to be more successful in personal relationships and in their careers.
• The Social Quotient (SQ) is a measure of a person’s ability to interact effectively with others, often successful in fields such as sales and marketing.
• The services that students require should be based on both their current achievement level or potential and how the instructional environment addresses their immediate and future needs.
• One might require greater depth and exposure to grade six content, whereas the other might require radical acceleration in order to have needs met.
• Two students identified as gifted in math in grade five might have vastly different needs.
• Further qualities such as emotion regulation, social skills, willingness to take strategic risks, ability to cope with challenges and handle criticism, confidence, self-perceptions, and motivation should be developed, as they may differentiate those individuals who move to increasingly higher levels of talent development from those who do not.
• Students require varied services based on their changing needs.
• The goal of services should be to alleviate a need that would otherwise go unmet.
• Gifted children often use their humor to demean others in order to bolster their own lagging self-esteem.
• Gifted children may exhibit signs of stress such as feeling discouraged, frustrated, rejected, helpless, or isolated.
• Identification of twice-exceptional students often requires a professional who is able to assess and identify the two areas of exceptionality which can often mask one another, making identification more difficult.
• Giftedness is not considered a disability, although some gifted students may also have learning disabilities such as dyslexia, ADHD, or autism disorder, known as twice-exceptional students (2e children or students).
• Gifted children urgently want to avoid failures and are unhappy about not living up to their own expectations.
• Traditionally, gifted students are either ignored because they are perceived as average or referred for remedial assistance.
• The Type II gifted child is the autonomous learner, has appropriate social skills, works independently, develops own goals, follows through, works without approval, follows strong areas of passion, is creative, stands up for convictions, and takes risks.
• Gifted children are often impatient and critical and react stubbornly to criticism.
• The Type I gifted child demonstrates inconsistent work, may be disruptive or acts out, emphasizes on strengths, and needs coping skills, G/T support group, skill development, and home support.
• School systems tend to focus on gifted children's weaknesses and fail to nurture their strengths or talents.
• These children may deny having difficulty by claiming that activities or assignments are "boring" or "stupid".
• Gifted children may be very skilled at intellectualization as a means of coping with their feelings of inadequacy.
• The Adversity Quotient (AQ) is a measure of a person’s ability to cope with and overcome adversity, often resilient and adaptable and better able to bounce back from setbacks.
• Multiple intelligences is a theory first posited by Harvard developmental psychologist Howard Gardner in 1983, suggesting human intelligence can be differentiated into the following modalities: Verbal - linguistic intelligence, Logical - mathematical intelligence, Spatial - visual intelligence, Bodily - kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, and Naturalistic intelligence.
• Goertzel and Goertzel (1962) concluded that the brightest children in the classroom may become competent but unimaginative adults who do not fully develop their gifts and talents.
• These children have lost both their creativity and autonomy, appearing to have positive self-concepts because they have been affirmed for their achievements.
• The six different profiles of gifted and talented students developed by George Betts and Maureen Neihart provide information for educators and parents about the behavior, feelings, and needs of gifted and talented children and youth.
• Precision in thinking and expression is an appreciation for nuance and a need for precision in thinking and expression, often responding to questions with “that depends…” and struggling with multiple choice assessments that ask them to make definitive decisions without an extensive contextual background to questions.
• Divergent interests are a vivid imagination and niche interests that may make it difficult to connect with same-age peers, profoundly gifted students may seek out older children or adults who share their interests, or they may connect with younger children who are flexible in their thinking and engage in imaginational pursuits.
• Gifted young adults who may underachieve in college and later adulthood come from this group, not possessing the necessary skills, concepts, and attitudes necessary for life-long learning.
• Type I’s learn well and are able to score high on achievement tests and tests of intelligence, usually identified for placement in programs for the gifted.
• High expectations are a tendency to hold themselves and others to high standards, which can sometimes present as perfectionism or a very defined sense of justice, leading to challenges when understanding rules set by others or interacting with same-age peers who don’t hold the same standards.
• Type I’s are dependent on the system but are not aware that they have deficiencies because of the reinforcement they receive from adults who are pleased with them and their achievement.
• Type I’s are usually affirmed for their achievements and are liked by peers and are included in social groups.
• Perhaps as many as 90% of identified gifted students in school programs are Type I’s, who have learned the system, listen closely to their parents and teachers, and begin to display appropriate behavior after discovering what “sells” at home and at school.
• These children are well adjusted to society but are not well prepared for the ever-changing challenges of life.
• The approach of George Betts and Maureen Neihart provides a new understanding of the gifted and talented and new opportunities for developing techniques and strategies for facilitating the cognitive, emotional and social growth of these children.
• Tips on identification of each profile are included as well as information on facilitating the gifted and talented in the school and home.
• School Support for a Perfectionist includes an accelerated and enriched curriculum, time for personal interests, compacted learning experiences, opportunities to be with intellectual peers, and development of independent learning skills.