GIFTEDNESS

Name: Erica R.
De Guzman Date:
Subject: F/TC3-A Foundation of Special and Inclusive Education Rating:
GIFTEDNESS
Definition
Giftedness refers to students who perform at much higher level, in objectively
measurable ways, than do their age peers. It may also be termed as an unusually
advance degree of general intellectual ability that requires differentiated learning
experiences of a depth and breadth beyond those normally provided in their regular
school program to satisfy the level of educational potential indicated (ABC Ontario,
2015).
Furthermore, Minnesota Department of Education defined characterized gifted

and talented children and youth are those students with outstanding abilities, identified
at preschool, elementary and secondary levels. Moreover these students are capable of
high performance when compared to others of similar age, experience and environment
and represent the diverse populations of our communities (Delano Public Schools,
2016).
However, the definition of “Gifted and Talented” may be influenced by culture and
society’s perception. For those people who are not focused in the academic field,
“Gifted maybe is a skilled waver.” Another, prodigies in chess maybe addressed “Gifted”
in culture wherein talent are valued and nurtured (Sousa 2009). Generally, gifted
individuals are those who demonstrate outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more d01uains. Domains include any
structured area of activity with its own syrnbol system (e.g., mathematics, music,
language) and/or set of sensorimotor skills (e.g., painting dance, sports) (National
Association for Gifted Children, n.d.)
History
United States
1868 Superintendent of public schools in St. Louis, William Torrey Harris institutes the
earliest systematic efforts in public schools to educate gifted students.
1869 “Hereditary Genius” by Francis Galton is published. The study indicates that
intelligence is passed through successive generations and by used of statistical
methods he concluded that intelligence is derived from heredity and natural
selection.
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 Stanford- Binet was published, by Lewis Terman (The Father of Gifted Education
Movement) that changes the intelligence testing and American education.
Philippines
1949 Quezon City Science High School was inaugurated for gifted students
1957 The Bureau of Public School (BPS) of the Department of Education and Culture
(DEC) created the Special Education Section of the Special Subjects and
Services Division.
R.A 5250: An Act establishing a ten year training program for teachers of special and
exceptional children in the Philippines. A teacher scholar at UP commenced in
the areas of hearing impairment, mental retardation and giftedness.
1963 Manila Science High School for gifted students was established.
1999 DECS Order No.108: “Strengthening of Special Education Program for the gifted
in the Public School Systems.
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
Characteristic of A typical Gifted Students

(Bonner 2000; Hebert and Reis 1999; Schwartz 1997)
Ability to manipulate a symbol system Ability to use stored knowledge to

solve
Think logically Reason by analogy
Transfer knowledge to new May possess creative and artistic

circumstance abilities
Resilient; able to cope with trying family

situations
Strong sense of pride and self-worth Exhibit leadership ability and

independent thinking
Possess a strong desire to learn about Display a strong inner will, and may
and understand their culture display heightened sensitivity to
others and world around them
Identifying a gifted child in the Philippines
Based on how far a Filipino 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

New Local Schools (n.d) identifies the following assessment tools used in identifying
gifted and talented learners.
1. Otis-Lennon School Ability Test, 8th Edition

OLSAT 8 measures cognitive abilities that relate to a student’s academic
success in school. By assessing a student’s verbal, nonverbal and qualitative ability,
OLSAT 8 supplies educators with valuable information to enhance the insights
gained from traditional achievement tests (National Association for Gifted Children,
n.d)
2. Cognitive Abilities Test Form 6

The Cognitive Abilities Test (CogAt) Form 6 measures student’s learned
reasoning abilities in the three areas most linked to academic success in school:
Verbal, Qualitative and Nonvebal. Although its primary goal is to assess students’
reasoning abilities, CogAt also provide predicted achievement scores when
administered with The Iowa Tests (Houghton Mifflin Harcourt, 2016)
3. Gifted and Talented Evaluation Scales-Second Edition (GATES-2)

The GATES-2 is an innovative, quick approach for identifying students 5
through 18 years of age who are gifted and talented. Based on the most current
federal definitions the GATES-2 has 5 scales: General Intellectual Ability, Academic
Skills, Creativity, Leadership and Artistic Talent. Each scale has 10 items (PRO-ED
2012)
4. Woodcock-Johnson – Third Edition (WJ-III)

As part of Woodcock-Johnson - Third Edition, the WJ-III ACH provides a
comprehensive measures of general achievement ability, as well as measures of
oral language ability and specific achievement skills. It has been co-normed with
Woodcock-Johnson III Test of Cognitive Abilities (WJ-III-COG), which allows for
more accurate comparisons among an individual’s achievement skills, oral language
ability and cognitive abilities than would be use of different measures (Springer Link,
n.d).
Such assessment tools will help determine whether a learner is gifted and talented
or not. Moreover, it would be beneficial for both educators and learners for the
adjustments or modifications of instruction.
Reference:
Domalanta, Mary Ann B., Catama, Bryan V., 2017. Special Education A
Comprehensive Study Guide for Teachers, Parents and Learners One Volume.
Jimcyzyvill Publications.

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Name: Erica R.

Furthermore, Minnesota Department of Education defined characterized gifted

Characteristic of A typical Gifted Students

Ability to manipulate a symbol system Ability to use stored knowledge to

Think logically Reason by analogy

Transfer knowledge to new May possess creative and artistic

Resilient; able to cope with trying family

Strong sense of pride and self-worth Exhibit leadership ability and

Screening and Diagnosis

1. Otis-Lennon School Ability Test, 8th Edition

2. Cognitive Abilities Test Form 6

3. Gifted and Talented Evaluation Scales-Second Edition (GATES-2)

4. Woodcock-Johnson – Third Edition (WJ-III)

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