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Distinguishing Characteristics of Gifted Students with Factors Traditional Characteristics of Characteristics of Characteristics of Characteristics Culturally/ Low Socio- Gifted Students Linguistically Economic With Disabilities Diverse Gifted Gifted Students Students B Ability to learn May require more Lack of Often struggles to A basic skills quickly repetition or opportunities and learn basic skills S and easily and hands-on access to school- due to cognitive I C retain information experiences at an readiness materials processing with less repetition introductory level may delay difficulties; needs S acquisition of basic to learn K skills compensatory I strategies in order L to acquire basic L skills and S information V High verbal ability May have high Lack of High verbal ability E verbal ability in opportunities may but extreme R native language; delay the difficulty in written B A may rapidly acquire development of language area; may L English language verbal skills use language in skills if they inappropriate ways S possess academic and at K skills in their home inappropriate times I language L L S R Early reading May demonstrate Lack of Frequently has E ability strong storytelling opportunities may reading A ability and ability delay the problems due to D to read development of cognitive I N environmental verbal skills processing deficits G print in home language A B I L I T Y O Keen powers of May display high Strong Strong observation B observation levels of visual observational skills skills but often has S memory or auditory which are often deficits in memory E R memory skills used to “survive on skills V the streets” A T I O N S K I L L S P Strong critical Strong critical Excels in Excels in solving R thinking, problem- thinking in primary brainstorming and “real-world” O solving and language; often solving “real-world” problems; B decision-making solves problems in problems; strong outstanding critical L E skills creative ways; critical thinking thinking and M particularly ability; rapid decision-making interested decision-making skills; often S in solving “real- skills independently O world” problems develops L compensatory skills V I N G P Long attention Long attention Persistent in areas Frequently has E span – persistent, span – persistent, of interest usually attention deficit R intense intense unrelated to school problems but may S concentration concentration concentrate for I S long periods in T areas of E interest N C E Albuquerque Public School Gifted Task Force; developed by E. Nielsen (1999). Distinguishing Characteristics of Gifted Students with Factors Traditional Characteristics of Characteristics of Characteristics of Characteristics Culturally/ Low Socio- Gifted Students Linguistically Economic With Disabilities Diverse Gifted Gifted Students Students C Questioning Some culturally Questioning Strong questioning U attitude diverse children are attitude which may attitude; may R Highly curious raised not to at times be appear I O May appear question authority demonstrated in a disrespectful when S challenging confronting or questioning I challenging way information, facts, T etc. presented by Y teacher C Creative in the Often displays Strong creative Unusual R generation of richness of imagery abilities imagination; E thoughts, ideas, in ideas, art, frequently A actions; innovative music, primary generates original T I language, etc.; can and at times rather V improvise with “bizarre” ideas I commonplace T objects Y R Takes risks Degree of risk Takes risks often Often unwilling to I taking may depend without take risks with S upon the familiarity consideration of regard to K of the situation consequences academics; takes T based on different risks in non-school A cultural areas without K experiences consideration of I consequences N G H Unusual, often Humor may be May use humor to Humor may be U highly developed displayed through become “class used to divert M sense of humor unique use of clown,” to deal with attention from O R language and stressful situations, school failure; may responses and to avoid use humor to make trouble fun of peers or to avoid trouble M May mature at Accepts Often mature Sometimes appear A different rates than responsibilities in earlier than age immature since T same- age peers the home normally peers since they they may use U reserved for older must accept anger, crying, R I children responsibilities in withdrawal, etc. to T the home which are express feelings Y normally reserved and to deal with for older children difficulties or even adults; inexperience may make them appear socially immature I Sense of May be culturally Circumstances often Requires frequent D independence; may socialized to work have forced the teacher support E P resist group work and in groups rather than student to become and feedback in E prefer to work alone independently extremely deficit areas; N independent and self- highly independent in D sufficient other areas; E N often appears to be C extremely E stubborn and inflexible Albuquerque Public School Gifted Task Force; developed by E. Nielsen (1999). Distinguishing Characteristics of Gifted Students with Factors Traditional Characteristics of Characteristics of Characteristics of Characteristics Culturally/ Low Socio- Gifted Students Linguistically Economic With Disabilities Diverse Gifted Gifted Students Students E Sensitive May be sensitive May be critical of Sensitive regarding M particularly to self and others disability area(s); O racial or cultural including teachers; highly critical of T I issues can understand self and others O and express including teachers; N concern about the can express A feelings of others concern about the L even while feelings of others I engaging in anti- even while T social behavior engaging in anti- Y social behavior S May not be May be perceived Economic May be perceived O accepted by other as a loner due to circumstances as as a loner since C children and racial/cultural well as his/her they do not fit I A may feel isolated isolation and/or giftedness may typical model for L inability to speak isolate the student either a gifted or a English; entertains from more learning disabled S self easily using financially secure student; sometimes K imagination in peers has difficulty I games and being accepted by L ingenious play peers due to poor L social skills S L Generally exhibits May be a leader in May be a leader Often leaders E leadership ability the community but among the more among the more A not in the school non-traditional nontraditional D setting; students; students; E R demonstrates demonstrates demonstrate S “street-wise” strong “street-wise” strong “street-wise” H behavior behavior; often behavior; the I excels in disability may P brainstorming and interfere with problem solving ability to exercise around social leadership skills issues B Wide range of Interests may Wide range of Wide range of R interests include individual interests that are interests but is at a O culturally related often disadvantage in A D activities unrelated to pursuing them due topics/subjects to process/learning I addressed in school problems N T E R E S T F Very focused Very focused Very focused Very focused O interests, i.e., a interests, i.e., a interests, i.e., a interests, i.e., a C passion about a passion about a passion about a passion about a U certain topic to the certain topic to the certain topic to the certain topic to the S E exclusion of others exclusion of others exclusion of others exclusion of others D -- usually not – often not related related to school to school subjects I subjects N T E R E S T Albuquerque Public School Gifted Task Force; developed by E. Nielsen (1999).
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