Gifted Children – Types (Part 2 )


IT’S GREAT TO KNOW
the ways we’re unique

PREVIOUS: Gifted Children (Part 1)

SITE:Intellectual Giftedness

See ACRONYM page for abbrev.


CATEGORIES of ‘Gifted & Talented’ (G&T)
(cont.)

NOTE: Gifted children types I & VI (Autonomous & Successful) are usually easy to recognize and deal with. The achievements of these children cannot go unnoticed.
— The other four types (Challenging, Under-grounders, Double-labeled & Dropouts) require special attention. They should be recognized as early as possible, so parents can find out what is needed to help these children thrive.

Type III: The Under-grounders
• Many of these children are never identified as gifted since they tend to be quiet & anxious. Usually female, these girls show the need-to-belong starting in late primary school, & suppress their brains to be accepted by peers. An unfortunate consequence is that they can end up becoming insecure adults.
If they’re in a ‘gifted’ school program, they hide their talents & resist challenges because of shyness. Originally passionate about school, they’re put in conflict with parents & teachers when they want to drop out.

• At home, they need emotional support, freedom to choose activities & the time to spend with their friends their own age. Ideally, parents should provide them with gifted role models of life-long learning

Type IV: The Dropouts
• They are the angry ones. The system doesn’t recognize their abilities nor address their special educational needs, so they feel rejected. They refuse to complete school assignments or even bother attending

• Like most angry people, they express anger in one of two ways: Either internalized, becoming withdrawn & depressed OR acting out & being ‘difficult’. This usually leads to being labeled as average or below average, causing poor self-esteem, defensiveness & self-abuse. They will ‘drop out’ emotionally & mentally long before they do so physically

• Type IVs tend to fall more at the ‘Talented’ end of G&T spectrum (see chart below), with creative interests outside of school – where they can get validation for their exceptional abilities. They see school as irrelevant & a hindrance to what they really want to do – which is to exercise their talent.
Professional counseling is recommended for such children

Type V: The Double-Labeled
• ‘Double-Labeled’ (‘Twice Exceptional / dual diagnosis’) – are kids whose giftedness is masked by a physical or emotional handicap, or learning disabilities such as ADD & Dyslexia, which do not impact actual capacity to think, only the style.
Given that school systems tend to focus on strengthening weaknesses rather than nurturing existing strengths, Type V’s are often not recognized as gifted until well into their academic careers – if at all.

• Type Vs can easily show symptoms of stress – feeling discouraged, frustrated, rejected, helpless & isolated. Their self-esteem suffers, and – rather than admit they are having a problem learning – they may claim that school work is boring or stupid. While impatient, they can be highly skilled at using the defense of intellectualization as a way of coping with their feelings of inadequacy.

• At home of such children need advocacy, recognition for their abilities, & family activities to challenge them. Family counseling & medication may be needed.

TYPE VI: The Autonomous Learner
• These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible.
Unlike Type Is, these children have learned how to manipulate the existing school system to work for them – to get their needs met – which indicates their strong, positive self-concept.
• Independent and self-directed, they will often have a small social circle and show strong leadership skills

• This style of learning is not usually seen in young children, but parents may have an inkling of it by how they play. These G&Ts also need family support, advocacy, family activities and opportunities related to their interests. But they should also be allowed to have friends of all ages, with no time or space restrictions. (MORE….)

IQ LEVELS
A different way of identifying the G&Ts comes from Dr Ruf’s’ Estimates™ of Levels of Gifted   CHART using IQs as an indicator. The article gives an overview of the various levels of giftedness, with milestones common to each. Also, the number of children at each Level likely found in an average elementary class of 28.

MATURITY
Parents & teachers of the G&Ts often make the mistake of assuming that an exceptionally bright child is just as advanced emotionally. However, the reality is that their intellectual, physical, emotional and social abilities develop at different rates and to different extents. This uneven growth is called asynchronous development.

There are 2 broad groupings with regard to emotional sensitivity & development:
☁︎ The young geniuses who are emotionally appropriate to their chronological age, but are incorrectly considered immature because of their mental abilities. They may even sometimes throw tantrums when highly frustrated, a normal reaction for a child.
( “…..Develop Asynchronously“// “….Mistaken expectations“)
 AND
🤔 those who are especially sensitive to their environment because of their giftedness – an intensified ability to respond to stimuli, called over-excitability (OE) – seen in 5 areas: the psychomotor, sensual, imaginational, intellectual & emotional. (MORE…..)

SITEs:  Emotional Sensitivities // The Child with Poor Social Relations  

NEXT: Gifted Children Learning styles

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s