A Developmental Concept of Giftedness: Implications for the Regular Classroom

Abstract

Earlier approaches to giftedness and to the education of highly able students emphasised a relatively static concept of giftedness characterised by formal identification procedures, predetermined cut-off points for selection purposes, and pull-out programs for the selected students. This model is based on assumptions that can no longer be countenanced. In its place, a developmental concept of giftedness acknowledges the influence and importance of the environment on a child's performance and stresses the crucial role of the regular classroom teacher in the development of talented behaviour. Implications for the teacher and the school are discussed under the headings of (a) identification, (b) curriculum, (c) classroom management & organisation, (d) teaching strategies & skills and (e) school organisation. A developmental concept is not only theoretically sound but also includes the regular teacher as part of the developmental process itself.

Get full access to this article

View all access options for this article.

References

Betts

G.T.

(1986) The Autonomous Learner Model for the gifted and talented. In Renzulli

J.S.

(ed.) Systems and models for developing programs for the gifted and talented (pp. 27–56). Mansfield Center CN: Creative Learning Press.

Braggett

E.J.

(1994a) Gifted and talented children. In Ashman

Elkins

(eds.) Educating children with special needs (pp. 10–169). Sydney: Prentice Hall.

Braggett

E.J.

(1994b) Programming for gifted students: A total school approach. Melbourne: Hawker Brownlow Education.

Butler-Por

(1993) Underachieving gifted students. In Heller

K.A.

Monks

F.J.

Passow

A.H.

(eds.) International handbook of research and development of giftedness and talent (pp. 649–668). Oxford: Pergamon.

Davis

G.A.

Rimm

S.B.

(1989) Education of the gifted and talented. (2nd ed.) Englewood Cliffs NJ: Prentice Hall.

Gagné

(1993) Constructs and models pertaining to exceptional human abilities. In Heller

K.A.

Mönks

F.J.

Passow

A.H.

(eds.) International handbook of research and development of giftedness and talent (pp. 69–87). Oxford: Pergamon.

Maker

C.J.

(1982) Curriculum development for the gifted. Rockville MD: Aspen Publication.

Marland

S.P.

(1971) Education of the gifted and talented. Report to the Congress of the United States by the Commissioner of Education. Washington DC: US Government Printing Office.

Ramos-Ford

Gardner

(1991) Giftedness from a multiple intelligence perspective. In Colangelo

Davis

G.A.

(eds.) Handbook of gifted education (pp. 55–64). Boston: Allyn & Bacon.

10.

Renzulli

J.S.

Reis

S.M.

(1985) The schoolwide enrichment model. Mansfield Center CN: Creative Learning Press.

11.

Shore

B.M.

Cornell

D.G.

Robinson

Ward

(1991) Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.

12.

Sternberg

R.J.

(1991) Giftedness according to the triarchic theory of human intelligence. In Colangelo

Davis

G.A.

(eds.) Handbook of gifted education (pp. 45–54). Boston: Allyn & Bacon.

13.

Sternberg

R.J.

(1986) A triarchic theory of intellectual giftedness. In Sternberg

R.J.

Davidson

J.E.

(eds.) Conceptions of giftedness (pp. 223–43). Cambridge: Cambridge University Press.

14.

Tannenbaum

A.J.

(1993) History of giftedness and “gifted education” in world perspective. In Heller

K.A.

Mönks

F.J.

Passow

A.H.

(eds.) International handbook of research and development of giftedness and talent (pp. 3–27). Oxford: Pergamon.