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• Perhaps as many as 90% of identified gifted students in school programs are Type I’s.
• Waive traditional school policy and regulations
• Children who demonstrate the behavior, feelings, and needs classified as Type I’s have learned the system.
• These children have listened closely to their parents and teachers.
• After discovering what “sells” at home and at school, they begin to display appropriate behavior.
• Children who are classified as Type I’s learn well and are able to score high on achievement tests and tests of intelligence.
• As a result, they are usually identified for placement in programs for the gifted.
• Rarely do children classified as Type I’s exhibit behavior problems because they are eager for approval from teachers, parents and other adults.
• These children may appear to have positive self-concepts because they have been affirmed for their achievements.
• Children classified as Type I’s are liked by peers and are included in social groups.
• These children 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.
• 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.
• Gifted young adults who may underachieve in college and later adulthood come from this group.
• These young adults do not possess the necessary skills, concepts, and attitudes necessary for life-long learning.
• These young adults are well adjusted to society but are not well prepared for the ever-changing challenges of life.
• Children classified as Type I’s are perfectionists, high achievers, seek teacher approval and structure, are non-risk taking, do well academically, accept & conform, and are dependent.
• Children classified as Type I’s need to see deficiencies, to be challenged, assertiveness skills, autonomy, help with boredom, and appropriate curriculum.
• Home support for children classified as Type I’s includes independence, ownership, freedom to make choices, time for personal interests, risk taking experiences, and independence.
• School support for children classified as Type I’s includes accelerated and enriched curriculum, time for personal interests, compacted learning experiences, opportunities to be with intellectual peers, development of independent learning skills, in-depth studies, mentorships, and college & career counseling.
• School support for Type IV students can involve diagnostic testing, group counseling for young students, nontraditional study skills, in-depth studies, mentorships, and alternative out of classroom learning experiences (ALS).
• Home support for Type IV students can involve seeking counseling for the family.
• Alternatives should be explored for meeting the academic needs of gifted students during transition periods.
• Type V students may have [/flashcard>
• Type IV students are frequently high school students, although occasionally there may be an elementary student who attends school sporadically or only on certain days and has in essence “dropped out” emotionally and mentally if not physically.
• School support for gifted students can involve recognizing and properly placing, giving permission to take time out from classes, providing same sex role models, continuing to give college & career information, and providing alternatives (separate, new opportunities).
• The vast majority of gifted programs do not identify these children, nor do they offer differentiated programming that addresses and integrates their special needs.
• Type V students often do not exhibit behaviors that schools look for in the gifted.
• Challenging resistant adolescents may alienate them from those who can help meet their needs and long-term goals.
• Type IV students are frequently gifted children who were identified very late, perhaps not until high school.
• Type IV students frequently have interests that lie outside the realm of the regular school curriculum and they fail to receive support and affirmation for their talent and interest in these unusual areas.
• Home support for gifted students can involve acceptance of underground, providing college & career planning experiences, time to be with same age peers, providing gifted role models, modeling life-long learning, and giving freedom to make choices.
• Type V gifted students are physically or emotionally handicapped in some way, or have learning disabilities.
• The needs of Type IV students can include an individualized program, intense support, alternatives, counseling, remedial help with skills, and home support.
• Needs of gifted students can include freedom to make choices, awareness of conflicts, awareness of feelings, support for abilities, involvement with gifted peers, career/college info, and self-acceptance.
• Behavioral indicators of gifted students can include denying talent, dropping out of G/T and advanced classes, resisting challenges, wanting to belong socially, and changing friends.
• School seems irrelevant and perhaps hostile to Type IV students.
• Type IV gifted students are angry and may express this anger by acting depressed and withdrawn or by acting out and responding defensively.
• Research on the effective identification of Type V students has been promising, and suggestions exist for ways to provide programming alternatives.
• Type III’s frequently feel insecure and anxious.
• Nevertheless, their spontaneity may be disruptive in the classroom.