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The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions, an intellectually gifted person may have a striking talent for mathematics without equally strong language skills. In particular, the relationship between artistic ability or musical ability and the ...
The term twice-exceptional or 2e refers to individuals acknowledged as gifted and neurodivergent. On literal sense, it means a person (usually a child or student but can also be an adult), is at the same time, very strong or gifted at some task, and very weak or unable in some other task. Due to this duality of their cognitive profile, the ...
Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G&T education) is a sort of education used for children who have been identified as gifted or talented. The main approaches to gifted education are enrichment and acceleration. An enrichment program teaches additional, deeper material ...
In fact, labeling them as gifted may actually decrease their odds of success. Consider how many high school valedictorians—most of whom were probably labeled as gifted—go on to underperform ...
Some examples include a child who is gifted musically but struggles to focus on tasks outside of music; one who can recite countless Jeopardy-type data but doesn’t know when to stop talking ...
Grade skipping is one of the most cost-effective ways of addressing the needs of a profoundly gifted student [citation needed], as it requires no extra resources [5] and little more than assigning the child to a different classroom, without the expense of special materials, tutoring, or separate programs. The cost of educating the gifted child ...
Being labeled academically gifted comes with its own set of challenges.
The Genetic Studies of Genius, later known as the Terman Study of the Gifted, [1] is currently the oldest and longest-running longitudinal study in the field of psychology. It was begun by Lewis Terman at Stanford University in 1921 to examine the development and characteristics of gifted children into adulthood.