![]() Denise Cummins, PhD described 3 essential needs of GT students to succeed (Psychology Today 2014): They often attack complicated material by separating it into components and analyzing it systematically.ĭespite the opportunities afforded by being GT, there are also potential challenges.They quickly perceive similarities, differences, and anomalies.They readily grasp underlying principles and can often make valid generalizations about events, people, or objects.They often have a large storehouse of information about a variety of topics, which they can recall quickly.They are often skeptical, critical, and evaluative.They often display a questioning attitude and seek information for its own sake as much as for its usefulness.They readily see cause-effect relationships.They have well-developed powers of abstraction, conceptualization, and synthesis.They often take great pleasure in intellectual activity.They may read a great deal on their own, preferring books and magazines written for children older than they are.They may show keen powers of observation and a sense of the significant they have an eye for important details."I'd rather do it myself" is a common attitude.ĪND they are natural learners who often show many of these characteristics: They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent.They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.They like to learn new things, are willing to examine the unusual, and are highly inquisitive.They may prefer the company of older children and adults to that of their peers. They usually respond and relate well to parents, teachers, and other adults.They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.Their interests are both wildly eclectic and intensely focused.They can work independently at an earlier age and can concentrate for longer periods.They take less for granted, seeking the "hows" and "whys.".They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.They are better able to construct and handle abstractions.Gifted children commonly learn basic skills better, more quickly, and with less practice.Gifted children often read widely, quickly, and intensely and have large vocabularies.As much as half the gifted and talented population has learned to read before entering school. Many gifted children learn to read early, with better comprehension of the nuances of language.Here are some common traits of GT students (ref: Handicapped and Gifted Children (1985): Gifted children's behavior differs from that of their age-mates in the following ways. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” The National Association of Gifted Children (NAGC) defines giftedness as “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.
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