Developm

Giftednes
Educational

Model of

Gagns
(DMGT)

(2008)
Talent
s and

ental
Responses
Educational responses to children
with different levels of intellectual or academic
giftedness, which require different levels and
types of response. Giftedness is not an
Children of IQ 120 appear in the population at a
ratio of one in ten. Gagn's model (2000) would
automatic guarantee of
recognize them as gifted. The inclusion classroom success.
will serve as an appropriate placement.
Children of IQ 135 appear at a ratio of only 1 in
100 and children of IQ 140 at 1 in 200. If these
students are retained in the inclusion classroom,
they may pass through several years of elemen-
tary school without meeting or working with an-
other child of similar ability. Apart from the intel-
lectual boredom and frustration they may experi-
ence if the teacher does not give them material
that will interest and challenge them, these chil-
dren may experience loneliness and even social
rejection because their abilities, interests, and Miss Kawinthip Chaiyapong
ways of thinking are so different from those of English Education of Humanities
their age peers (Silverman 1993).
Faculty
The primary principle of educating gifted
and talented children is that schools must
58101010462
acknowledge that these children differ from their Academic year 2017
age-peers in their learning needs and therefore
the provisions the school makes in response
ED332 Special Education
should also be different to the provisions made
for children of average ability.
Dr. Daranee Saksiriphon
Reference Associate Professor of
Gifted and Talented Children." International Encyclopedia of Special Education
Marriage and Family. . Retrieved November 19, 2017 from
Encyclopedia.com Srinakharinwirot University
 Intellectual and physical
characteristics of young
gifted children
Unusually early and fluent speech
Early mobility (the child crawls, walks or runs ear-
lier than age-peers)
Early reading (the child spontaneously "picks up"
reading from television, street signs, or advertise-
ments)
Unusually retentive memory; intense
curiosity
Unusually long attention span; eager
desire to learn
Unusually mature sense of humor; and less need
for sleep than age peers of average ability
(Gross 1993)
Of course, not all gifted children display all
these characteristics, but the possession of a cluster
of the characteristics described above could suggest
that the child may indeed be
unusually bright.
The 6 Types Of
GIFTED
STUDENTS
1) Type One: The Successful
Successful types are the most likely to be identified as
gifted, as they are able to learn the system and do what is
expected of them to easily score high in school.
Parents - Give your gifted child more independence and
freedom. Provide them with chances to take risks.
Teachers - Allow your gifted students to accelerate or have
enriched curriculum. Make sure they are able to interact
with like-minded peers and allow them time to explore
personal interests.
2) Type Two: The Challenging
Challenging types are harder to identify. They are incredi-
bly creative individuals; however, they don't conform to
the system nor do they know how to work it to their ad-
vantage. These students are instead frustrated that the
system does not recognize their abilities.
Parents - Be your child's advocate at school. Accept them
and try to understand them best you can. Let them ex-
plore their interests.
Teachers - Place students with an teacher that is able to
understand and meet their needs. Have clear, direct com-
munication with the student. Help the student improve
social and behavior skills.
3) Type Three: The Underground
Underground types are usually middle school girls, who's
need to belong rises dramatically when they are in middle
school. They hide their talents to fit in with groups of non-
gifted students.
Parents - Accept the "underground" for who she is. Giver
her choices when it comes to her education and allow her
time with students of the same age. Provide gifted role-
models.
Teachers - Provide same-sex role models. Let students
take breaks from gifted classes if they want to.
4) Type Four: The At-Risk Or Drop-Out
This type of student is angry at both themselves and
adults because the system has never met their needs.
Usually high school students, these gifted students are
not identified until very late in their academic career.
Parents - Seek counseling - this can help your child
resolve their anger.
Teachers - Create learning experiences outside the
classroom for your student. Allow them the ability to
study subjects in-depth.
5) Type Five: The Double-Labeled
These students are not only gifted, but also have a
physical, mental or emotional disability. They are usu-
ally never identified, as they are often ignored be-
cause they seem "average" or have been placed in a
remedial program instead. Weaknesses are focused
on rather than strengths.
Parents - Recognize and challenge your child. Be their
advocate at school. Provide them with risk-taking ac-
tivities and experiences.
Teachers - Put students in a gifted program. Provide
any resources that are needed, including alternative
learning experiences.
6) Type Six: The Autonomous
Like the successful type, the autonomous gifted stu-
dent knows how to use the system. However, instead
of doing the minimum to get by, these students use
the system to create new opportunities for them-
selves.
Parents - Provide opportunities for your child to ex-
plore their passions. Allow your child to be friends with
people of all ages. Be your child's advocate at school.
Teachers - Allow acceleration or enrichment. Consider
possibility of dual enrollment or early admission into a
college. Allow students to study subjects in-depth.
No matter which of the six your gifted child or
student is, all gifted students need three things - ac-
ceptance, support and guidance.