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    CONSIDERATION IN IDENTIFYING GIFTEDNESS Sned

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    Cortez, Roselle M.

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    CONSIDERATION IN IDENTIFYING GIFTEDNESS Sned

    Uploaded by

    Cortez, Roselle M.
    7 views9 pages

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    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    7 views9 pages

    CONSIDERATION IN IDENTIFYING GIFTEDNESS Sned

    Uploaded by

    Cortez, Roselle M.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
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    Start

    CONSIDERATION IN
    IDENTIFYING
    GIFTEDNESS
    Subject : GIFTED AND TALENTED LEARNERS Submit by : CORTEZ, ROSELLE
    02

    TWICE-EXCEPTIONAL
    CONSIDERATION
    • Twice-exceptional children (2E)
    exhibit exceptional abilities and
    learning differences or disabilities,
    creating a complex learning profile.
    03

    • This unique combination can lead to masking,


    where their strengths compensate for
    challenges, challenges overshadow talents, or
    both mask their true abilities.
    • Testing 2E children is challenging as no single
    test can definitively identify their abilities.
    • IQ tests, vision tests, and qualitative
    assessments from teachers and parents are
    important in understanding the whole child.
    04

    MINORITY
    • Gifted and 2E children from all
    BACKGROUND backgrounds are underrepresented
    in gifted programs, particularly those

    CONSIDERATION from minority and low-income


    backgrounds.

    • Educators may not be trained to


    identify gifted characteristics in
    these students, leading to fewer
    nominations for testing.
    05

    • Parents often have to advocate for • Even if children from minority


    their children, but may not be aware backgrounds are nominated for
    of options like Talent Search gifted assessment, they may face
    programs. challenges due to the design of the
    assessments.

    • Differences in cultural and linguistic • To address these issues, it is


    backgrounds can impact a child's suggested to make a challenging
    performance, as well as disparities in curriculum accessible to all students,
    test preparation opportunities. provide universal screening, and
    offer diverse options for
    identification such as non-verbal
    tests.
    06

    MISSED- OR MIS-DIAGNOSIS
    CONSIDERATIONS
    • Parents may feel that
    assessment results do not
    match their child, leading to
    misdiagnoses in gifted children
    due to professionals lacking
    training on their
    characteristics.
    07

    • The unique cognitive, social, and emotional


    profile of gifted and 2E children may lead to
    missed diagnoses when their strengths and
    difficulties mask each other.
    • Behavioral characteristics in gifted students may
    be mistaken for other diagnoses, resulting in
    misdiagnoses.
    • Masking can also hide giftedness, leading to
    professionals overlooking the strengths and
    challenges in these children.
    GENDER-BASED LEARNING
    CONSIDERATION
    • Research has shown • Boys tend to have a • Girls, on the other hand,
    that children's brains larger area associated have a greater capacity
    function similarly with spatial-mechanical for communication
    regardless of gender, function, leading to a between brain
    but societal influences desire to move items hemispheres and
    can prevent gifted through space. stronger neural
    students from showing connectors, resulting in
    their true potential. stronger memory and
    listening skills.

    08
    Finish

    THANK YOU

    Subject : GIFTED AND TALENTED LEARNERS Submit by : CORTEZ, ROSELLE

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