Giftedness: Uniqueness in Thinking, Reasoning, and Intensity - Essay Sample

Introduction

Giftedness is a term used in education to refer to asynchronous growth where unique thinking and reasoning capabilities, as well as the heightened intensity of a person, combine to develop qualitative awareness and metal experiences, these capabilities are above the average and appear different from the normal perception. Sensitivity, perfection, and intensity are the main features exposed by this group of people. This uniqueness has a higher cognitive capacity. As a result, people with these abilities are vulnerable. Therefore, they require special attention in counseling, teaching, and parenting to assure optimal development (Parker, Saklofske, & Keefer 2017).

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As a result of asynchrony children with these traits experience different emotional and social life, many problems arise from this situation. According to researchers on giftedness and profoundly gifted children, it is found that these children require different emotional and social needs as compared to their peers. Some of these children are socially isolated and given less attention in society as their environment. Emotional and behavioral problems usually occur in this group of children. Extreme anxiety and general level of anxiety, insufficiency in learning, depressive symptoms and lack of self-confidence are the major constraints that affect this group of children emotionally.

Issues Faced by Highly Gifted Children

Highly gifted children are likely to face several challenges as a result of exceptional capabilities o9f reasoning, reflection capacity, curiosity regarding the intellectual capacity complex process of their thinking. Besides having a high level of intelligence compared to their peers, they are disadvantaged in several ways. Some of the issues faced by this group of children face includes.

Arbitrary Age Discrimination

Arbitrary age discriminations in school curriculum access requirements are one of the common educational issue faced by children who are highly gifted in the community and school programs. Some of the requirements including institutionalization artifacts in most school pose a great challenge regarding age. In most States, children are required to attain a particular age to be eligible to engage in doing high school examination. Also, this group of children faces a significant challenge when it comes to age requirement for one to participate in occasions like the public library's summer learning programs. Institutions like these do not consider acceleration strategy when giving access to their services (Gotlieb et al. 2016).

The Difference With Non-Gifted Peers

Highly gifted learners face many challenges as well as their tutors their concerning education. The primary challenge is the difference that exists between them and non-gifted children; for this reason, they require special treatment and different methodologies in the way they are taught these includes distinct accelerated technique and pedagogy. This group of children does not find adequate attention since when it comes to a general environment of highly gifted children and non-gifted. Tutors have to develop a different way of engaging them in classroom activities; however, in most cases, this may seem difficult. There are different ways these children require o explore social interaction regarding age intellectual peers and age.

Exceptionally and Profoundly Gifted Students

Exceptional and Profoundly gifted students present unique abilities right from an early age; most of them can read before 5 years of age and solve complex mathematical problems at the age of 12 years. They are found to be having an IQ of over 150 (Sahin, Ozer, & Deniz 2016). Cognitively gifted children are classified differently according to their level of giftedness; they are classified as:

• Mildly gifted- this group has an IQ ranging from 115-129 and prevalence in the population ranges from 1:6- 1:44
• Moderately gifted- have an IQ of 130 - 144 and prevalence of 1:44 - 1:1,000
• Highly gifted- IQ ranging from 145 - 159 and prevalence 1:1,000 - 1:10,00
• Exceptionally gifted- possess an IQ of 160 - 179 and prevalence of 1: 10,000 - 1: 1 million

Profoundly Gifted- this is of people are very few in the population (fewer than 1: 1million) they have IQ 180 and above.

Researchers have discovered that students who have an extremely high level of IQ are beyond the theoretical predictions as obtained from the normal curve, exceptionally and profoundly gifted students make up a tiny minority in the population of the gifted people.

Developmental differences in Exceptional and Profoundly gifted students are evident; researchers have found out that development of meaningful speech for this population begins at a very early age usually two months. Also, movement tends to develop early, according to most research findings, extremely gifted children can walk independently by the age of 12 months.

The least restricted environment is used to refer to special education for Exceptional and Profoundly gifted population. In an inclusive environment, this group of students tends to experience restrictions even though they can benefit academically and socially in terms of optimal development. Every student has a right to learn something new in a given environment every day. Therefore, this group of students should have specific laws to cope with the Least Restrictive Environment regarding education rather than using principles of inclusion (O'Laughlin,& Lindle 2015). The least restrictive environment can be achieved by promoting standalone programs, ability grouping independent study and acceleration as well as online programs. All educational stakeholders should take part in placing the extremely gifted student at an appropriate environment to ensure a positive outcome; this should include multiple evaluations of their abilities. Also, parents should learn to promote the Least Restrictive Environment by exploring state laws regarding extremely gifted students to support them in ensuring provision less challenging environment. Students with extremely gifted abilities may require extra opportunities like the early entrance to the tertiary level of education; this means that they may be to proceed to college before legally completing high school.

References

Gotlieb, R., Hyde, E., ImmordinoYang, M. H., & Kaufman, S. B. (2016). Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31.

O'Laughlin, L., & Lindle, J. C. (2015). Principals as political agents in the implementation of IDEA's least restrictive environment mandate. Educational Policy, 29(1), 140-161.

Parker, J. D., Saklofske, D. H., & Keefer, K. V. (2017). Giftedness and academic success in college and university: Why emotional intelligence matters. Gifted Education International, 33(2), 183-194.

Sahin, F., Ozer, E., & Deniz, M. E. (2016). The predictive level of emotional intelligence for domain-specific creativity: a study on gifted students. Egitim Ve Bilim, 41(183).