Giftedness and Negligence
If giftedness suffers from negligence at schools, within curriculum and with teachers serious implications can emerge. The result of underachieving, depression, anxiety with ones academic ability and self-worth and behavioural issues such as hyperactivity, oppositional and aggressive behaviour are just a few factors which can occur from this negligence.
Underachieving
An unchallenging curriculum can lead to underachievement. School can be seen as a lonely, isolated place for gifted students if they are disengaged and unchallenged which can leave them feeling frustrated. This leads to low self-esteem and self worth of intellectual ability and can lead to serious maladaptive coping mechanisms. “These may include avoidance, procrastination, perfectionism, acting out-sometimes against themselves physically-blaming others and by denial and disavowal of giftedness through underachievement” (Grobman & Madelon, 2010, para. 2).
An unchallenging curriculum can lead to underachievement. School can be seen as a lonely, isolated place for gifted students if they are disengaged and unchallenged which can leave them feeling frustrated. This leads to low self-esteem and self worth of intellectual ability and can lead to serious maladaptive coping mechanisms. “These may include avoidance, procrastination, perfectionism, acting out-sometimes against themselves physically-blaming others and by denial and disavowal of giftedness through underachievement” (Grobman & Madelon, 2010, para. 2).
Top 10 Myths in Gifted Education: by GTAMoCo
On Being Gifted.m4v: by sherryfracheymusic
Behavioural issues
Even when all environmental factors are supportive and encouraging, gifted students can “illustrate the nature of the internal psychological conflicts that can exist as part of the “inner experience” of giftedness” (Grobman & Madelon, 2010).
Gifted students are subject to behavioural issues such as:
ÿ gets bored easily, resists drill, disturbs others or daydreams
ÿ impolitely corrects or lacks respect for adult arguments
ÿ has few friends, is non-conforming and impatient with others
ÿ dislikes group work and may monopolise discussions
ÿ may use sense of humour inappropriately
ÿ appears inattentive but copes easily with work
ÿ can be over-sensitive to criticism
ÿ shows perfection constantly.
(Baker, n.d.)
Even when all environmental factors are supportive and encouraging, gifted students can “illustrate the nature of the internal psychological conflicts that can exist as part of the “inner experience” of giftedness” (Grobman & Madelon, 2010).
Gifted students are subject to behavioural issues such as:
ÿ gets bored easily, resists drill, disturbs others or daydreams
ÿ impolitely corrects or lacks respect for adult arguments
ÿ has few friends, is non-conforming and impatient with others
ÿ dislikes group work and may monopolise discussions
ÿ may use sense of humour inappropriately
ÿ appears inattentive but copes easily with work
ÿ can be over-sensitive to criticism
ÿ shows perfection constantly.
(Baker, n.d.)
Peer pressure and assimilation
Another implication for gifted students is the need for acceptance among peers especially when certain gifts are deemed unpopular. Gifted students begin to mask their capabilities and demoralise their cognitive potential and in turn pseudo learning difficulties can occur.
As teachers it is our duty to promote a safe environment for our students to learn and establish a classroom climate that values intellectual aptitudes and supports all learning because there are various diverse learning styles and cultures that make up the classroom. Teachers must embrace culture and the power of the intellectual minds of gifted students, so other students model the same behaviour.
Another implication for gifted students is the need for acceptance among peers especially when certain gifts are deemed unpopular. Gifted students begin to mask their capabilities and demoralise their cognitive potential and in turn pseudo learning difficulties can occur.
As teachers it is our duty to promote a safe environment for our students to learn and establish a classroom climate that values intellectual aptitudes and supports all learning because there are various diverse learning styles and cultures that make up the classroom. Teachers must embrace culture and the power of the intellectual minds of gifted students, so other students model the same behaviour.
You think you're so smart: by TalentDevelop
How hard is it really to identify a gifted child?
Genius in the Inclusive Classroom: by Volantix
The last 3 mins (8.15 to 10.01) of this video has a wonderful anecdote about ADHD and gifted students.
The last 3 mins (8.15 to 10.01) of this video has a wonderful anecdote about ADHD and gifted students.
Learning difficulties and giftedness
It is a common misconception that gifted students do not have learning difficulties or dual exceptionalities. However, they too can be subject to the likes of Asperger’s, dyslexia and sensory difficulties but giftedness can also be misdiagnosed and presumed as ADHD. Due to unchallenging intellectual stimulation gifted students can become bored and “the resultant loss of focus, distractibility, and eccentric behaviour may mimic ADHD” (Grobman, J. (n.d.). p. 112).
It is a common misconception that gifted students do not have learning difficulties or dual exceptionalities. However, they too can be subject to the likes of Asperger’s, dyslexia and sensory difficulties but giftedness can also be misdiagnosed and presumed as ADHD. Due to unchallenging intellectual stimulation gifted students can become bored and “the resultant loss of focus, distractibility, and eccentric behaviour may mimic ADHD” (Grobman, J. (n.d.). p. 112).
Conclusion
The industrial model of education where students are uniformed to fit a certain idea has now been revised in the education system of the 21st Century. As teachers and schools we have the opportunity now to encourage our gifted students to take risks and experience success in a secure learning environment, “let their reach exceed their grasp” (Gross, 2004, p. 15).
