Assessments may also fail to identify some gifted students entirely because their underachieving behaviours keep them from being recognized as exceptional. Some gifted children may not be aware that they are gifted.
This is because many high+ gifted people do not realize they are high+ gifted, and thinking others should more or less experience the world as they do, they expect others to be as precise and holistic as they are.
Differences Between Gifted Child vs.
To put it briefly, a smart child can answer a question correctly. However, a gifted child grasps the question deeply and goes beyond the answer, one step beyond the question because of their perfectionism.
To avoid being seen as too weird or different, and to fit in better with others, gifted people often learn to stifle or cover up their unusual cognitive and other abilities, which can lead to an enduring pattern of hiding.
Both giftedness and autism fall on a spectrum, so while there may be individuals who clearly fit into one box or another, some behaviors might be more ambiguous and require additional information, context, or professional opinions.
Most people use terms like “bright,” “gifted,” “exceptional,” “remarkable,” and “talented” interchangeably, but when a psychologist uses the term “gifted,” we're usually talking about something that is statistically quite rare. About 3 to 5 out of every 100 children could be considered gifted.
ADHD AND GIFTEDNESS are sometimes described as having the same or similar characteristics. However, one diagnosis is considered a disability and one, a gift. Neither assumption is ideal in supporting the child identified with either ADHD, giftedness, or both, often referred to as twice exceptional or 2e.
Gifted persons are more likely to make sense out of their intellectual experiences than the average person. Another important difference is in the desire to know complex ideas. Average persons have less desire to know ideas for their own sake.
The child may be both gifted and have ADHD, which presents as an inconsistent (or even average) performance across school subjects. It can be difficult to correctly address a common situation like this even for experienced teachers.
In general, gifted children and adults tend to: Stand-out intellectually, with sophisticated thinking styles that integrate generalizations and complexity. Learn quickly and deeply (and do not need as much practice) Be independent thinkers, who do not automatically accept decisions.
Research reflects that giftedness does “run in families”: for a gifted child, their genetically-related relatives — siblings and/or parents — are likely to also be gifted, though there are plenty of exceptions.
Mildly gifted: 115 to 129. Moderately gifted: 130 to 144. ighly gifted: 145 to 159. Exceptionally gifted: 160 +
The basis for boredom in gifted people is likely to be related to their characteristics as gifted individuals and their needs: extreme curiosity, the burning hunger for information, high energy levels, and—as Jacobsen identified—intensity, complexity and drive.
Quick Read. Some children are highly gifted in areas such as math, writing or music. Others have learning challenges like ADHD, dyslexia or dyscalculia, autism or sensory processing issues. But there are also kids who fit into both categories.
Gifted people tend to be seen as childlike, immature, and at the same time wise beyond their years. A gifted person's social age may be dramatically lower than their mental or chronological age. This is very common in terms of asynchronous development.
Even though the gifted are no more susceptible to mental illness than anyone else, some gifted children and teens struggle with overthinking, worry, or cautious alertness. Their nervous system seems wired for heightened reactivity. For some, obsessive thinking transitions into anxiety.
The most common mis-diagnoses are: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (OD), Obsessive Compulsive Disorder (OCD), and Mood Disorders such as Cyclothymic Disorder, Dysthymic Disorder, Depression, and Bi-Polar Disorder.
When do signs of giftedness appear? Signs of giftedness can appear as early as infancy and continue during the toddler and preschool years. Testing for giftedness and high IQ, however, usually takes place around age 5.
Conversely, the attention disorder may be so strong that the child underperforms, masking their giftedness. Finally, it is also possible that the giftedness and the attention disorder hide each other, called the masking effect.
About 70% of autistic people have an intellectual disability, which means they have an IQ lower than 70. The remaining 30% have intelligence that ranges from average to gifted. Autism and intelligence are two separate characteristics. A person can be autistic with any level of intelligence.
Gifted children are born with natural abilities well above the average for their age. If your child is gifted, you might notice these natural abilities in the way they're learning and developing. Children can be gifted in any area of ability, and they can also be gifted in more than one area.
Giftedness has an emotional as well as intellectual component. Intellectual complexity goes hand in hand with emotional depth. Just as gifted children's thinking is more complex and has more depth than other children's, so too are their emotions more complex and more intense.
The research shows that while children are born with the potential to be gifted, the environment and nurture plays an important role in developing those innate abilities. In fact, researchers estimate conservatively that environmental influences can add 20-40 points on measured intelligence.