What is the difference between gifted and academically talented

They may be placed in an advanced class because they are ready for a greater challenge and are willing to work hard, but they do not go through the rigorous identification process that gifted children do.

Children who are gifted are different from their peers. They understand the world better because they are more sensitive to the stimulus around them. This often translates to greater intellectual, emotional, and physical sensitivity because they are acutely aware of the implications of actions and events around them and in the world. They have very high ceilings for potential but need to be taught how to manage their giftedness to ensure they figure out how to use their gifts to benefit the world and create a good life for themselves.

Their needs have both positive and negative elements and are heavily dependent on how the individual child utilizes their gifts. Gifted children experience asynchronous development that can skew the perception of their overall personal growth. For example, although a child is intellectually gifted they may not be as developed physically and are unable to build some of the products of their imagination. Their uneven development can be frustrating for them and can lead them, or the adults in their lives, to think that their weaknesses are a sign that they are not really gifted at all, making gifted testing that much more important.

Further compounding the impact of uneven development is the high-level expectations that the gifted have for themselves. They typically seek to achieve beyond reasonable expectations.

For those who come from homes where the parent s are also promoting achievement and success, the pressure to succeed can seem unbearable. Gifted kids are typically open to new ideas and are considerate of the many possible outcomes that could result from the available decisions in a scenario. They are the daydreamers who question each of the seemingly infinite possibilities of a question. They are not always people-pleasers or teacher pleasers, preferring instead to take the intellectually challenging route with the potential for greater reward or positive impact.

Sometimes this can be a challenge for parents to manage and they struggle to guide their child down a path that facilitates their intellectual growth while setting in place age-appropriate boundaries. I wrote an article to help parents who are working with their gifted child to get them to do a better job listening and following directions. It lays out some powerful ideas for working through some of the special needs of gifted kids. They can think in complex abstract terms and are logical and insightful in their analysis of topics.

They are incredibly curious and use their sense of wonder to find interest in seemingly mundane topics and pursue that interest voraciously. They have a longer attention span and are better able to concentrate intensely on a topic about which they are passionate. Conversely, if they are not interested in a topic, they may see pursuing it as a waste of time, even if it is for school.

Wellington, New Zealand. Wellington: ERO. Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disabilities , 42 , — Redefining giftedness for a new century: Shifting the paradigm. Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29 3 , Gifted and Talented: New Zealand Perspectives , 3 , — The underachievement of gifted students: What do we know and where do we go?

Gifted Child Quarterly , 44 3 ,— Intelligences outside the normal curve: Co-cognitive factors that contribute to the creation of social capital and leadership skills in young people. McCoach Gifted Child Quarterly, 44 3 , Gifted students with learning difficulties negotiating identity and capability in New Zealand Schools: A theory of conceptualising difference. Unpublished Doctoral Thesis. University of Auckland, Auckland, New Zealand.

The extent, nature and effectiveness of planned approaches in New Zealand schools for identifying and providing for gifted and talented students. Wellington, New Zealand: Ministry of Education. C Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36 2 , Teachers of the gifted: Gifted teachers. Colangelo and G. Davis Eds.

New York: Allyn and Bacon. Six strategies for challenging gifted learners. Sue has been working in the education sector for over 15 years teaching secondary school sciences, as well as developing policies and delivering programmes for gifted and talented students in primary and secondary schools around Auckland. Sue has a PhD in the field of twice-exceptionality gifted students with learning difficulties , which examined the negotiation of twice-exceptional student identity and capability in a number of New Zealand schools.

This was a grounded theory study using a capability approach framework in analysis. Sue currently spends her time writing research articles and developing the family business with her husband. Please provide your email address and confirm you are downloading this resource for individual use or for use within your school or ECE centre only, as per our Terms of Use. Other users should contact us to about for permission to use our resources. Become a supporter. Thanks for visiting our site.

A teacher can move a student to the next unit of study faster than she moves the rest of the class, while at the same time offering additional activities not related to the unit of study directly.

For a teacher with a student who is gifted or talented, however, the real challenge is not simply to choose between acceleration and enrichment, but to observe the student, get to know him or her as a unique individual, and offer activities and supports based on that knowledge. This is essentially the challenge of differentiating instruction, something needed not just by the gifted and talented, but by students of all sorts.

As you might suspect, differentiating instruction poses challenges about managing instruction. Davis, G. Education of the gifted and talented, 5th edition. Friend, M. Special education: Contemporary perspectives for school professionals, 2nd edition. Schiever, S. New directions in enrichment and acceleration. Davis Eds. Steiner, H. Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence.

Gifted and talented children are sometimes separated from the normal educational system since they are way ahead of the rest of the class. What Does Gifted Mean? What Does Talented Mean?

Difference Between Gifted and Talented. The adjective gifted is generally used to describe people with extraordinary talents or abilities. But in the context of education, gifted refer to students with outstanding talent who have achieved high levels of accomplishment when compared with other students of their age or environment.