Giftedness is not only about high intelligence, they also think and feel more intensely than the average person.
Robert J. Ballantyne
Giftedness is not only about high intelligence. Research has shown that gifted minds also think and feel more intensely than the average person. This intensity is often misinterpreted by non-gifted learners.
An excerpt from Exceptional Learners: Introduction to Special Education:2
In order to address the issue of under-identification of giftedness in individuals with exceptionalities, schools need to become advocates for the identification of gifts in all populations of students. Parent, school personnel, and the community should take an active role in supporting the unique needs of students with gifts.
Instructional strategies to foster the development of gifts in twice exceptional students include the following:
focusing on the development of strengths, interests, and intellectual gifts;
teaching and encouraging the use of compensatory strategies;
reducing communication limitations and developing alternative means for communicating;
helping students shape a healthy, realistic self-concept in which students acknowledge their strengths and areas of need through open discussions;
emphasizing high-level abstract thinking, creativity, and problem-solving approaches;
providing for individual pacing in areas of giftedness and exceptionality;
establishing high expectations and promoting avenues for self-director; and
offering instructional options that capitalize on students’ strengths.
1. Jacobsen, M. (1999). The gifted adult: a revolution guide for liberating everyday genius. [Kindle version]. Toronto: Random House, Inc.
2. Hallahan, D. P., Kauffman, J. M., McIntyre, L. J., Mykota, D. (Eds.). (2006). Exceptional learners: introduction to special education. Toronto: Pearson Education Canada