TAG Characteristics

Understanding Gifted Characteristics

General Characteristics

Source: Clark, B. (2008). Growing up gifted (7th ed.) Upper Saddle River, NJ: Pearson Prentice Hall.

Cognitive

Keen power of abstraction
Interest in problem-solving and applying concepts
Voracious and early reader
Large vocabulary
Intellectual curiosity
Power of critical thinking, skepticism, self-criticism
Persistent, goal-directed behavior
Independence in work and study
Diversity of interests and abilities

Creative

Creativeness and inventiveness
Keen sense of humor
Ability for fantasy
Openness to stimuli, wide interests
Intuitiveness
Flexibility
Independence in attitude and social behavior
Self-acceptance and unconcern for social norms
Radicalism
Aesthetic and moral commitment to self-selected work

Affective

Unusual emotional depth and intensity
Sensitivity or empathy to the feelings of others
High expectations of self and others, often leading to feelings of frustration
Heightened self-awareness, accompanied by feelings of being different
Easily wounded, need for emotional support
Need for consistency between abstract values and personal actions
Advanced levels of moral judgment
Idealism and sense of justice

Behavioral

Spontaneity
Boundless enthusiasm
Intensely focused on passions—resists changing activities when engrossed in own interests
Highly energetic—needs little sleep or down time
Constantly questions
Insatiable curiosity
Impulsive, eager and spirited
Perseverance—strong determination in areas of importance
High levels of frustration—particularly when having difficulty meeting standards of performance (either imposed by self or others)
Volatile temper, especially related to perceptions of failure
Non-stop talking/chattering

Economically Disadvantaged Gifted Learners

Advanced language (casual register and nonverbal)
Unusual and unexpected perspective
Sensitivity to justice and fairness issues
Accelerated learning demonstrated by quick understanding beyond the facts
Finely tuned sense of humor
Use storytelling in casual and colorful ways
Analytical thinking—ability to discern patterns in human behavior
Meaning motivated
Independent and curious
Ask questions focused on relationship
Has extensive memory about people and conversations

Additional Information

“Gifted students of poverty may show more uneven development and discrepant test than their other gifted counterparts” . – VanTassel-Baska & Stambaugh, 2007; VanTassel-Baska, 2009

Overlooked Gems

Gifted English Language Learners

Characteristics

Gifted and talented English Language Learners (ELLs) are unique and challenging students. Like all gifted and talented students, they are curious, creative, observant, and sensitive.

Research has described gifted English Language Learners as having varying degrees of the following characteristics:

acquires a second language rapidly
shows high ability in mathematics
displays a mature sense of diverse cultures and languages
code switches easily (thinks in both languages)
demonstrations an advanced awareness of American expressions
translators at an advanced level (oral)

Source: World Gifted Conference, Nashville, TN

Promising gifted ELL may:

Acquire the new language at a faster than typical rate,
Demonstrate an ability to code switch or translate at an advanced level,
Show aptitude for negotiating between cultures,
Display inventive leadership and/or imaginative qualities,
Read significantly beyond grade level in the heritage language,
Effectively assume adult responsibilities at a young age,
Exhibit notable street smarts and/or rapid integration into American culture, or
Problem-solve in creative, nonconforming ways.

Source: Identifying and Supporting Gifted ELLs

Additional Information: Exploratory Study on the Identification of English Learners for Gifted and Talented Programs

What is a Twice-Exceptional Learner?

Twice Exceptional learners are students who give evidence of the potential for high achievement capability in areas such as specific academics; general intellectual ability; creativity; leadership; AND/OR visual, spatial, or performing arts AND also give evidence of one or more disabilities as defined by federal or state eligibility criteria such as specific learning disabilities; speech and language disorders; emotional/behavioral disorders; physical disabilities; autism spectrum; or other health impairments, such as ADHD. Twice Exceptional students represent a unique group of learners with diverse programming and emotional needs due to the fact that they may have both gifts and disabilities.

Source: National Association of Gifted Children website: https://www.nagc.org/get-involved/nagc-networks-and-special-interest-groups/Twice Exceptional-special-interest-group

Characteristics of Twice-Exceptional Learners

Disorganized, often losing track of belongings
Uneven Academic pattern with extreme areas of both strength and weakness
Trouble remembering to do or follow through with tasks and sticking to a schedule
Poor sense of time and difficulty estimating the time needed to complete tasks
Difficulty performing multi-step instructions and performing tasks sequentially
Slower to process language and respond than might be expected, based on their intelligence
Difficulty taking a systematic approach to problem solving
Writing difficulties, including trouble organizing thoughts, writing legibly, and spelling
Fear of embarrassment that leads to avoidance of risk taking in the classroom
May have narrowly focused interests
May show less maturity than their age peers

Source: Caring for the Mental Health of the Twice-Exceptional Child, 2011