Though not often recognized as “special needs” students, gifted children require just as much attention and educational resources to thrive in school as do other students whose physical, behavioral, emotional or learning needs require special accommodations.
“There is a view occasionally expressed by those outside of the gifted field that we don’t need programs devoted specifically to gifted students,” says Steven I. Pfeiffer, a professor in Florida State’s Department of Educational Psychology and Learning Systems.
“‘Oh, they’re smart, they’ll do fine on their own’ is what we often hear. And because of this anti-elitist attitude, it’s often difficult to get funding for programs and services that help us to develop some of our brightest, most advanced kids — America’s most valuable resource.”
“Giftedness is still not well understood, and children with advanced intellectual and academic abilities can perplex and challenge both educators and parents,” Pfeiffer said.
A key problem in working with gifted children is one of definition. What exactly does it mean to be “gifted”?
“Even within the gifted field, there is considerable controversy regarding definitional, conceptual and diagnostic issues,” Pfeiffer said.
“However, as a generally agreed-upon definition, gifted children are those who are in the upper 3 percent to 5 percent compared to their peers in one or more of the following domains: general intellectual ability, specific academic competence, the visual or performing arts, leadership and creativity.”
A key area of Pfeiffer’s research has been finding ways to best identify children who are gifted.
To that end, he led a group that developed a diagnostic test which complements the widely used intelligence test in identifying children who might be gifted.
Pfeiffer’s test is now being used in more than 600 school districts across the nation and has been translated for use in a number of other countries. (More information on the Gifted Rating Scales is available here.)
“For almost a hundred years, schools used one measure, the IQ test,” Pfeiffer said.
“Our own research indicates that the IQ test, although it works fairly well, is not without limitations in identifying giftedness. We launched a project to develop a test that would be a companion to the IQ test in helping educators better identify those children who have potential but perhaps are missed on IQ tests.”
Pfeiffer discusses the issue of defining giftedness and many of the emotional and social challenges facing gifted children in a new paper, “The Gifted: Clinical Challenges and Practice Opportunities for Child Psychiatry,” that will soon be published in the peer-reviewed Journal of the American Academy of Child & Adolescent Psychiatry.
Source: Florida State University