Definitions of High Ability (Giftedness)
Association for Gifted Children (NAGC)
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 domains. Domains include any structured area of
activity with its own symbol system (e.g., mathematics, music, language)
and/or set of sensory-motor skills (e.g., painting, dance, sports).
development of ability or talent is a lifelong process. It can be evident in
young children as exceptional performance on tests and/or other measures of
ability or as a rapid rate of learning, compared to other students of the
same age, or in actual achievement in a domain. As individuals mature through
childhood to adolescence, however, achievement and high levels of motivation
in the domain become the primary characteristics of their giftedness. Various
factors can either enhance or inhibit the development and expression of
giftedness should not be confused with the means by which giftedness is
observed or assessed. Parent, teacher, or student recommendations, a high
mark on an examination, or a high IQ score are not giftedness; they may be a
signal that giftedness exists. Some of these indices of giftedness are more
sensitive than others to differences in the person's environment.
High Ability Education: Indiana
Effective July 1,
schools shall identify students with high ability in the general intellectual
and specific academic domains and provide them with appropriately
differentiated curriculum and instruction in core content areas, K-12 (refer
to IC- 20-36-2-2).
Code defines a student with high abilities as one who:
- performs at, or shows the potential for
performing at, an outstanding level of accomplishment in at least one
domain when compared to other students of the same age, experience, or
- is characterized by
exceptional gifts, talents, motivation, or interests (IC 20-36-1-3)
All schools must…
- Identify students with high ability using
multifaceted assessment to ensure that students not currently identified
by traditional assessments due to economic disadvantage, cultural background,
underachievement, and disabilities are included.
- Identify in the general intellectual or
specific academic domains in grades
K-12 and record those designations on the Student Test Number.
- Develop and
implement local services for high ability students, including
appropriately differentiated curriculum and instruction in the core
academic areas designated by the state board for each grade (K-12)
consistent with federal, state, local, and private funding sources.
Frequently Used Terms in Gifted Education
group assignment based on observed behavior or performance. Ability grouping
is not the same as tracking.
strategy of progressing through education at rates faster or ages younger
than the norm.
students, teachers, administrators, and other school personnel responsible
for instructional outcomes.
Advanced Placement (AP)
program developed by the College Board where high schools offer courses that meet
criteria established by institutions of higher education. In many
instances, college credit may be earned with the successful completion of an
AP exam in specific content areas. (Note:Individuals interested
in policies related to earning college credit should contact the college or
university of their choice for specifics.)
inclination to excel in the performance of a certain skill.
term used to describe disparate rates of intellectual, emotional, and
physical rates of growth or development often displayed by gifted
term used to describe students whose economic, physical, emotional, or
academic needs go unmet or serve as barriers to talent recognition or
development, thus putting them in danger of underachieving or dropping out.
Evaluating student learning through the use of
student portfolios, performance, or observations in place or in conjunction
with more traditional measures of performance such as tests and written
assignments.The process allows students to be evaluated using
assessments that more closely resemble real world tasks, such as a scientific
experiment to demonstrate understanding of the laws of motion.
in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum
for gifted children. There are six levels within the taxonomy that move from
basic to high levels of thinking. These include knowledge, comprehension,
application, analysis, synthesis, and evaluation.
is an activity used to generate many creative ideas that have no right or
wrong answers and are accepted without criticism. Effective brainstorming is
characterized by fluency and flexibility of thought.
Differentiated instruction involves providing students
with different avenues to acquiring content; to processing, constructing, or
making sense of ideas; and to developing teaching materials so that all
students within a classroom can learn effectively, regardless of differences
in ability. To learn more: http://www.caroltomlinson.com/
teaching method that engages students in learning knowledge and skills
through an extended inquiry process structured around complex, authentic
questions and carefully designed products and tasks.