“We are all gifted.

That is our
inheritance.”
Refers to
students who
perform at a
much higher
level, in
objectively
measurable
ways, than do
their age peers.
Unusually advanced degree of general
intellectual ability that requires
differentiated learning experiences of a
depth and breadth beyond those
normally provided in the regular school
program to satisfy the level of
educational potential (ABC Obtario,
2015)
Gifted and Talented- maybe
influenced by culture and
society’s perception.
Gifted maybe is a skilled
weaver- people who are not
focused in the academic field.
Gifted- maybe addressed to
prodigies in chess
UNITED STATES
1868- William Torrey Harris
institutes the earliest systematic
efforts in public schools to educate
gifted students.
1869- “Hereditary Genius” by
Francis Galton is published.
1901 – 1st special school for gifted
was established in Worcester,
Massachusetts.
1905 – (French) Binet-Simon Intelligence test was
developed to screen the high functioning children
from normal functioning children, for the purpose
of placement.
1908 – Henry Goddard was introduced to Binet-
Simon Measurement Scale
1916 – Stanfort-Binet was published by Lewis
Terman (The Father of Gifted Education
Movement)
1917 – Due to the World War 1, The Army Alpha
and Beta were created and was administered to
million recruits. Thus legitimizing intelligence test
in both academics and with the general public use.
1918 – “Opportunity Room” for
gifted was established by Lulu
Stedman
1922 – Leta Hollington started
Special Opportunity Class.
1925 – “Genetic studies of
Genius” by Lewis Terman was
published
The research showed that:

Qualitatively different in school

Slightly better physically and
emotionally in comparison to normal
students
Superior in academic subjects in
comparison to the average students
The research showed that:
Emotionally Stable
Most successful when education and
family values were held in high regard
by the family
Infinitely variable in combination
with number of traits exhibited by
those in the study
1926 – “Gifted Children: Their
Nature and Nurture” considered as
the first textbook for gifted
education was published by Leta
Hollingworth
1936 – Hollingworth establishes
P.S.500 for gifted children ages 7-9
1950 – “Challenging an
examination of intelligence as a
multidimensional construct”-J.P
Guilford
1954 – Ann Isaacs founded The
National Association of Gifted
Children
1958 – The National Defense
Education Act-a first large-scale effort
for gifted education
1972 – Giftedness was formally
defined as an academic and
intellectual talent that includes
leadership ability, visual and
performing arts, creative or productive
thinking and psychomotor ability.
1974 – The Office of Gifted and
Talented was given official status
by U.S. Office of Education
1983 – Policies and practices in
gifted education were made,
academic standards were raised
and promotion of appropriate
curriculum for gifted students was
used.
1988 – The Jacob Javits Gifted and
Talented Students Education Act pass
the Congress
1990 – The National Research Center
of the Gifted was established
1993 – U.S Department of Education
published National Excellence: The
Case of Developing America’s Talent
outlines how America is neglecting the
most talented youths.
1998 – NACG published Pre-K 12
Gifted Program Standards
2002 – No Child Left Behind Act
was passed
2004 – A Nation Deceived: How
Schools Hold Back America’s
Brightest Students, was published
2006 – NACG published National
Gifted Standards for teacher
2012 – The National Research
Center for Gifted and Talented
funding ended
2013 – National Gifted Standards
for the teacher was revised
PHILIPPINES
1949 - Quezon City Science High
School was inaugurated for gifted
students.
1957 - The Bureau of Public
Schools (BPS) of the Department of
Education and Culture (DEC)
created the Special Education
Section of the Special Subjects and
Services Division
1957 - R.A 5250: An act
establishing a ten year training
program for tecahe of special and
exceptional children in the
Philippines.
1963 - Manila Science High School
for gifted students was established
1967 - BPS organized the National
Committee on Special Education
1968 - R.A. No. 5250: Teacher
training program for exceptional
children started at PNU.
1999 - DECS Order No. 108:
“Strengthening of Special
Education Program for the Gifted in
Public School System”.
1999 - DECS Order No. 448:
“Search for the 1999 Most
Outstanding Special Education
Teacher of the Gifted”.
2000's - Every 4th Week of
November: National Observance of
the Week of Gifted and Talented
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS
1.Ability to
manipulate a
symbol system
2.Think logically
3.Transfer
knowledge to
new
circumstances
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS
4. Resilient; able to
cope with trying
family situations

5.Strong sense of
pride and self-
worth
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS
6. Possess a strong
desire to learn
about and
understand their
culture
7. Ability to use
stored knowledge
to solve problems
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS
8. Reason by
analogy
9. May possess
creative and
artistic abilities
10. Take on adult
roles in the home
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS

11. Exhibit
leadership ability
and independent
thinking
around them.
CHARACTERISTICS
OF A TYPICAL
GIFTED STUDENTS

12. Display a strong

inner will and may
display a
heightened
sensitivity to others
and the world
around them.
IDENTIFYING A GIFTED CHILD IN
THE PHILIPPINES
 About two percent of the country's population is
gifted
 It is important to identify a a Filipino gifted
gifted child as soon as possible because he/she
is at risk in the early years of school, through
misidentifation, inappropriate grade-placement,
inadequate curriculum, an early awareness of
being different and consequent attempts to
conceal their ability for feer acceptance.
IDENTIFYING A GIFTED CHILD IN
THE PHILIPPINES

 Based on how far aFilipino gifted child is

from the norm of 100:
Mildly Gifted : 115 to 129
Moderately Gifted : 130 to 144
Highly Gifted : 145 to 159
Exceptionally Gifted : 160 to 179
Profoundly Gifted : 180
 SCREENING AND DIAGNOSIS
1. OTIS-LENNON SCHOOL ABILITY TEST, 8th
Edition
2. COGNITIVE ABILITIES TEST FORM 6
 SCREENING AND DIAGNOSIS
3. GIFTED AND TALENTED EVALUATION
SCALES-SECOND EDITION (GATES-2)
4. WOODCOCK-JOHNSON- THIRD EDITION
(WJ-III)
 PREVALENCE

WORLDWIDE

-No universal definition of giftedness

-Giftedness is said to occur in 2 to 5
percent of the school-aged population.
 PREVALENCE
PHILIPPINES
-out of 80 million Filipinos, 50% of the
said populations are children and
youth with special needs, 2% of the 50%
are gifted.
-According to CSN, 136,523 children
with special needs enrolled in schools:
69,888 (51.19%) were mentally
gifted/fast learners and 66,635
(48.81%) had disablities.
 IQ SCORES & RATINGS
• Over 140 - Genius or near genius
• 120 - 140 - Very superior intelligence
• 110 - 119 - Superior intelligence
• 90 - 109 - Normal or average intelligence
• 80 - 89 - Dullness
• 70 - 79 - Borderline deficiency
• Under 70 - Definite feeble-mindedness
 NORMAL DISTRIBUTIONS & IQ
SCORES
• 50% of IQ scores fall between 90 and 110
• 70% of IQ scores fall between 85 and 115
• 95% of IQ scores fall between 70 and 130
• 99.5% of IQ scores fall between 60 and
140
 LOW IQ & MENTAL
RETARDATION
Severity of mental retardation can be broken into
4 levels:
-50-70- Mild mental retardation (85%)
-35-50- Moderate mental retardation (10%)
-20-35- Severe mental retardation (4%)
-IQ<20- Profound mental retardation (1%)
 HIGH IQ & GENIUS IQ
• 115-124-Above average
• 125-134- Gifted
• 135-144- Highly Gifted
• 145-154- Genius
• 155-164- Genius
• 165-179- High Genius
• 180-200- Highest Genius
• >200 - “Immeasurable genius”
•
 CAUSES OF GIFTEDNESS AND
TALENTED
• Product of inborn high ability or Nativist perspective
-a theory develop by Chomsky
-the theory states that it may simply be a product of
the peculiar nature of human intelligence, which
makes us look out for and be sensitive to the
underlying rules which govern phenomena in the
world.

• Is a product of deliberate practice

-also seen as the reason of the high abilities of the
Savants, due to their obsessive working on their
area of ability.
 CAUSES OF GIFTEDNESS AND
TALENTED
• Gifted and Talented individuals have high fluid
intelligence that is located in the prefrontal cortex of
the brain

• Deliberate practice perspective is promising as reason

behind giftedness and talented, inborn high ability
has a vital role in being a gifted and talented.

• In some instances, giftedness requires both

perseverance and high ability
PROBLEMS, CHALLENGES and
STRUGGLES
 PEOPLE WITH SPECIAL
LEARNING NEEDS
-gifted students are
different from their
non- gifted peers, and
to be treated and
taught using separate,
often accelerated,
methodology and
pedagogy.
PROBLEMS, CHALLENGES and
STRUGGLES
-Gifted and talented students are confronted with
personal and environmental struggles, like rigidity and
need for schedule, gifted students view the world as
black and white; some gifted individuals tend to worry
much about the things that they could not control, the
gifted students have a strong sense of social justice,
they worry social problems and try to address the
problem; strong dislike for school due to unmet needs,
and overstimulation to sound and being Perfectionist
they may feel anxiety when they lose, this attitude
may lead to fear of trying new things and fear of
failure.
 PROBLEMS, CHALLENGES and
STRUGGLES
FAMILY
-Parents may have to
deal with asynchronous
development, intense
behavioral reactions,
academic
underachievement,
and school difficulties.
 PROBLEMS, CHALLENGES and
STRUGGLES
FAMILY
-Parents are lack in
deep knowledge about
developmental issues
related to their gifted
child or suitable and
adaptive strategies to
promote their
successful adjustment
and well-being.
 PROBLEMS, CHALLENGES and
STRUGGLES
FAMILY
-Parents are not well-
prepared to deal
with their special
child's needs, and
come to feel alone and
without support from
others.
 PROBLEMS, CHALLENGES and
STRUGGLES
FAMILY
-Parental Stress-
The averse
psychological
reaction to the
demands off being a
parent.
PROBLEMS, CHALLENGES and
STRUGGLES
TEACHERS
-Many teachers faced with large,
heterogeneous classrooms, and
asked to differentiate instruction.
-Many teachers have little training in
gifted education.
Thank you!
Rally M. Ballestero
Jewel Rain Caballes
BTVTEd-FSM 1