Exceptionally Gifted Children - Essay Example

Students at Risk: Critical Considerations Introduction Children with exceptional abilities possess the innate potential to live highly fulfilling lives and make important contributions to society. Unfortunately, in many cases this early promise is never realized as children labeled as “gifted” languish in an educational system that does not satisfy their intellectual and creative needs and suffer socially as they are frequently misunderstood by parents and shunned or ignored by their peers. Although gifted children may display a precocious rate of cognitive and intellectual growth, there may be a disparity between these areas and the rate of emotional and psychosocial development. Moreover, gifted children may experience enhanced intensity of feeling associated with vivid and creative imaginations that make them extraordinarily perceptive and aware of their environment. If the environment is not intellectually, socially and emotionally supportive, the gifted child may suffer. This essay will explore this important issue in greater depth by identifying the criteria used to identify gifted children and explore issues relevant to their educational needs and psycho-social adjustment. Among the topics covered are the challenges faced by gifted children, the identification of gifted children who may be at risk, and areas of education that may address the needs of the gifted child to address these challenges and to provide exceptional children with a supportive and nurturing educational and social environment. As a teacher, I am certain that I will encounter gifted children as part of my classroom experience. It is important that I understand giftedness and hoe to recognize children who may have exceptional abilities that require nurturing to reach their fulfillment. It is also essential that I learn to recognise warning signs that a gifted child may be at risk. The purpose of this reflection is to explore these important issues. It is important to define the characteristics and qualities that identify a child with exceptional abilities as this facilitates the identification of children who may require additional educational opportunities or supportive services that meet their unique needs. Silverman (1993) has identified a group of characteristics that may be used to identify gifted children. Among the cited intellectual characteristics are: Intellectual curiosity Imagination Ability to learn quickly High capacity for abstract thought and reasoning. The value of IQ scores is predictive of the level of giftedness, such that, higher IQ scores correlate with the more exceptionally gifted characteristics. Children with IQ scores of 140+ are generally labeled as moderately gifted. Children whose IQ scores are 170+ often display exceptionally gifted behaviours (Gross, 1993). Identified personality traits common to many gifted children are: Perfectionist behaviour Logical, precise Sense of humor Need for intellectual stimulation Sensitivity intensity These intellectual and personality characteristics are common among gifted children who excel in diverse intellectual or creative areas (Gross, 1993). Moreover, the degree of giftedness may impact the strength of these individual traits. The gifted child displays traits that reflect the synthesis of these cognitive and personality traits in unique combinations that reflect the uniqueness of the individual (Gross, 1993). The area of giftedness and the general personality traits of the gifted child influence the child’s psychological development (Gross, 1993). Researchers have identified qualitative and quantitative differences in the thought processes of gifted children (Gross, 1993). Others cite asynchronous development and a different world view as the hallmarks of giftedness and, at the same, time, a root cause of potential adjustment issues that may place a gifted child at risk for social or emotional problems (Silverman, 1993). Additional traits identified in gifted children include the exceptional memory, large vocabularies and an early capacity for abstract and complex thought (Morelock, 1993). Gifted children can identify the connections between seemingly unrelated ideas or objects and often display a precocious and deep empathy for the feelings of others (Morelock, 1993). Researchers also point out that the difference between gifted children may cause them to be inappropriately labeled as socially maladjusted or hyperactive (Morelock, 1993). These researchers also suggest that a poor educational environment may contribute to significantly to maladjustment of gifted children and that gifted children who receive a nurturing educational experience generally show fewer signs of at risk behaviours. There is a generalised perception that gifted children do not require a supportive environment, that their advanced intellectual capacity renders them self-sufficient (Higham & Buescher, 1987). This erroneous perception may result in social isolation and neglect of the gifted child by the home, by the school and by the community. In addition, gifted children often experience high level performance expectations that may contribute to stress and internal conflict. A major stressor common among gifted children is the lack of a peer group that results from their advanced cognitive development that may cause these children to be labeled “different” (Higham & Buescher, 1987). Excessive competitiveness and peer jealousy of their exceptional abilities may further contribute to the social isolation of the gifted child. All of these factors may contribute to social and emotional difficulties that may indicate that a gifted child is at risk for the development of behavioural or emotional problems. It is extremely important for teachers to be aware of indications that gifted children may be at risk so that these children may be provided with the supportive services that may prevent the onset of critical psychosocial and emotional problems (Morelock, 1993). Researchers have identified warning signs that may indicate that a gifted child is at risk (Silverman, 1987). These include: Poor social adjustment, few friends Lack of interest, difficulties with schoolwork Signs of boredom, depression and/or anxiety Resistance to authority Nonconformity Gifted children may experience peer rejection due to the fact that they are perceived as “different” by their classmates Kline & Meckstroth, 1985). This may result in social isolation and the failure of the gifted child to develop social skills that require peer interaction. It is important for teachers and parents to monitor social activities of gifted children; if the child has few friends or difficulties with social interactions, it is important to intervene appropriately. Another area of concern involves a gifted child who performs poorly in school (Dirkes, 1993). A child who underachieves may be emotionally troubled or may be insufficiently challenged academically. Boredom and depression may present as a lack of focus or attention to required tasks, emotional flatness and lack of interest in enjoyable activities or associations. Anxiety may present as hyperactivity, sleeplessness or high level distractibility (Dirkes, 1983). Resistance to authority and extreme non-conformity may reflect emotional and/or social issues that present in a lack of respect for authority figures, failure to follow rules and outlandish or unusual dress or behaviour. Each of these behaviours may be a warning sigh that the gifted child is at risk for emotional or psycho-social problems. Gifted children may attempt to seek peer group acceptance using coping mechanisms such as: social conformity social withdrawal or isolation aggression extreme non-conformity extreme anti-social behaviour extreme depression , suicidal thoughts Some of these adaptive mechanisms may be life-threatening in their extreme forms (Dirkes, 1993). It is important to recognize the early stage symptoms and behaviours of a socially frustrated gifted child to prevent the development of more extreme coping mechanisms. Dirkes (1983) emphasized the importance of recognizing sharp behavioural changes that may signal the onset of emotional upheaval or disturbance in the gifted child. These sudden changes in behaviour may include: changes in school performance levels sudden onset of rebellious activity sudden onset depression, listlessness, inactivity substance abuse withdrawal from family, friends eating disorders These abrupt changes in behaviour must be recognized as important warning signs that must be addressed and warrant a designation of the gifted child “at risk”. It is also important to recognise that gifted children frequently attempt to hide feelings and behaviours that may make them seem less than perfect; therefore, parents and teachers must be especially attentive to the emotional well-being of these children (Higham & Buescher, 1987). All adults who interact with children need to be informed and aware of the needs of gifted children. Rather than viewing these children as self-sufficient “mini-adults”, increased awareness of the challenges and difficulties that gifted children face during their growing years must be more generally recognised. In the classroom, teachers must be sensitive to indicators of social rejection, withdrawal or hostility that may be experienced by the gifted child in relation to the peer group, and intervene appropriately (Morelock & Feldman, 1991). It is important for teachers to attempt to instill a sense of empathy and tolerance for difference in young children that may have a lifelong impact. In the educational realm, a greater emphasis on curriculum and activities that address the special needs of gifted children for a stimulating, challenging educational environment must be addressed Gifted children who are intellectually bored may experience stunted intellectual development and may even begin to experience academic failure due to boredom (Silverman, 1993). In many school districts, there are no programs or services to support the needs and development of children with exceptional abilities (Gross, 1993). This is an area of education that demands immediate attention. It is also important that educational training of teachers include issues that relate to gifted children (Schmitz & Galbraith, 1985). Teachers must be able to identify children with exceptional abilities and direct them to the appropriate programs and services that may enhance their educational learning experience (Silverman. 1987). Many researchers stress that the, although supplemental programs and resource rooms may be useful educational enhancements, they should not take the place of the classroom or the primary teacher in presenting a classroom experience that is inclusive and meaningful to the gifted child (Silverman, 1993). It is also critical that teachers be instructed to recognise the indicators that a gifted child may be at risk so that appropriate supportive intervention may be initiated (Kline & Meckstroth, 1985). Educational psychologists and counselors should also receive training to address the needs and challenges of gifted children in order to provide better support services for these children (Kline & Meckstroth, 1985). Parents of gifted children need to be included in the educational process (Louis, 1993). It is important that parents be educated to address the special needs of a gifted child. It is important that they understand the stresses and challenges of experienced by their children so that they can provide the supportive nurturing that can help gifted children feel accepted, loved and understood. It is only in the context of a nurturing, supportive environment that the gifted child can truly realize his or her true potential. Conclusion This reflection has provided me with greater insight into the challenges and difficulties that may be encountered in educating children with exceptional abilities. Gifted children are identified based on superior intellectual or creative capacities demonstrated at an early age. The cognitive and personality traits of this group must be understood by parents and teachers in order to provide exceptional children with the educationally stimulating and socially nurturing environment necessary for gifted children to achieve their intellectual and creative potential. Gifted children may appear self-sufficient, but the unevenness of cognitive versus emotional and psychosocial development places them at risk for the development of emotional problems that may lead to great unhappiness and under-achievement. Educators must be trained to identify behaviours that may indicate that a gifted child is at risk. The educational system must provide more training and support for teachers and parents of gifted children so that their educational experience is fulfilling and their social environment nurtures their emotional and psychosocial development. Based on my research for this reflection, I feel that I am better prepared to be an effective teacher for those children who possess extraordinary abilities, but also require a challenging and fulfilling learning experience to develop their innate potential. References Dirkes, M. A. (1983). Anxiety in the gifted: Pluses and minuses. Roeper Review, 6(2), 68-70. Gross, M.U.M. (1993). Exceptionally gifted children. New York: Routledge. Higham, S.J., & Buescher, T.M. (1987). What young gifted adolescents understand about feeling "different." In T.M. Buescher (Ed.). Understanding gifted and talented adolescents (pp. 26-30). Evanston, IL: The Center for Talent Development. Kline, B.E. & Meckstroth, E.A. (1985). Understanding and encouraging the exceptionally gifted, Roeper Review, 8, 24-30.  Louis, B. (1993). How parents identify giftedness in young children. Understanding Our Gifted, 5(5), 1, 7-10.  Morelock, M.J. (1993). Imposing order on chaos. A theoretical lexicon. Understanding Our Gifted 5(6), 15-16. Morelock, M.J. & Feldman, D.H. (1991). Extreme precocity. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (pp. 347-364). Needham Heights. MA: Allyn & Bacon.  Schmitz, C.C., & Galbraith, J. (1985). Managing the social and emotional needs of the gifted: A teacher's survival guide. Minneapolis, MN: Free Spirit. Silverman, L.K. (Ed.) (1993). Counseling the gifted and talented. Denver: Love Publishing. Silverman, L.K. (1987). Applying knowledge about social development to the counseling process with gifted adolescents. In T.M. Buescher (Ed.). Understanding gifted and talented adolescents (pp. 40-44). Evanston, IL: The Center for Talent Development. Read More