Giftedness is often defined as an intellectual ability linked to an IQ score of 130 or more. However, not all gifted children excel in an academic area. Sometimes giftedness shows up as a high creative, artistic, musical and/or leadership ability relative to same-age peers.
Gifted is more than just “smart”
Giftedness is about more than simply being “really smart” or prodigiously creative; it is having an alternative way of thinking that comes with a unique set of intellectual and interpersonal skills, as well as sometimes having challenging sensory issues.
Mildly gifted: 115 to 130. Moderately gifted: 130 to 145. Highly gifted: 145 to 160. Profoundly gifted: 160 or higher.
There is a difference between a child who is smart or bright and one that is gifted. All gifted children can and are considered to be bright, but not all bright children can be considered gifted.
According to the National Association for Gifted Children, between 6-10% of students are gifted and could use additional support in the classroom. That's a total of 3 to 5 million children in grade K-12.
The vast majority of children are not gifted. Only 2 to 5 percent of kids fit the bill, by various estimates. Of those, only one in 100 is considered highly gifted. Prodigies (those wunderkinds who read at 2 and go to college at 10) are rarer still -- like one to two in a million.
0.13% of the population is more than three standard deviations below the mean (IQ <55), and 0.13% of the population is more than three standard deviations above the mean (IQ 145-160). Thus, 13 out of 10,000 individuals score above 145 and are considered profoundly gifted.
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.
Giftedness can create problems and conflicts; being a gifted child can also mean difficulty socializing with age peers, thinking styles that don't always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents.
Gifted brains also appear to be both more active and more efficient on a neuronal level. Research has shown gifted children to have increased cell production that in turn increases synaptic activity, adding up to more intense thought processes.
Just 2.2 percent have an IQ of 130 or greater. What's fascinating is that people who score well on one of the tests tend to score well on them all.
Giftedness is averaged to make up well less than 5% of the general population, and within that small number, there are subclassifications: mild, moderate, high, exceptional and profound giftedness. The latter three types make up only a very small portion of that less than 5%.
The causes of giftedness in cognitive or physical abilities are complex, involving both genetic and environmental contributions (Sternberg & Davidson, 2005).
To be classified as gifted, most education departments require children to have an IQ score at or above 130 on a standardised test administered by a psychologist. However, a child can be classified as being mildly gifted with an IQ score of 115–129.
Gifted adults often struggle with similar concerns. Heightened sensitivities, introversion, off-beat interests, and a desire for in-depth conversation are not the makings of a party animal. Insecurity, low self-esteem and emotional scars also may be residue from outlier status or possible bullying during childhood.
A gifted child may have to concede that he has broken a rule, but he can still argue over the consequences. He may think the rule was unfair or the punishment is unfair, and with gifted kids, issues of fairness are not simply matters of debate. They often have a deep sense of justice.
Some gifted children may be perceived as bossy or domineering, when they are enthusiastic about a new idea or invention. They may be so intensely involved they don't notice the other children's reactions or lack of interest. Gifted children can learn the difference between leadership and bossiness.
Because of their intellectual complexity, a gifted child can imagine a vast range of life scenarios that are unthinkable to the average child. They can and do feel with great intensity the emotions that are attached to each scenario and this can lead to them being overwhelmed by anxiety and fear.
Gifted children often struggle socially and emotionally. Social interactions are difficult and they don't always know how to behave or read cues from others.
The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs.
James 1:17 tells us that every gift is from God. We all have different talents and God-given gifts, but they are all important and can be used for God's kingdom. In 1 Corinthians 12, Paul is comparing the individuals in the body of Christ to different parts of the body.
Gifted, talented and creative adults face unique challenges, problems and difficulties while living their lives because of their high intelligence, overexcitabilities and multiple abilities. Gifted, Talented & Creative Adults need: multiple sources of stimulation for their curiosity, talents and abilities.
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.
Many gifted children are highly sensitive individuals. 1 They may take things personally and become upset by words and deeds that other children may easily ignore or get over quickly.