Understanding and Supporting Giftedness: Insights and Research

The spectrum of giftedness, ranging from profound giftedness to lower levels of giftedness, continues to fascinate researchers and educators alike. While there are many insights and research studies available, some prominent figures like Dr. Martin V. Makel and Dr. David Lubinski, as well as Miraca Gross, have contributed significantly to the field.

Research Insights on Giftedness

Dr. Makel and Dr. Lubinski are renowned for their extensive research conducted within the Study for Exceptional Talent (SET) and the Talent Identification Program (TIP). Their work sheds light on the distinct characteristics of profound giftedness compared to lower levels of giftedness, providing valuable insights for both educators and parents.

Miraca Gross, known for her comprehensive work on profound and exceptional giftedness, has authored several books filled with case studies. Her research offers a deep understanding of the unique needs and challenges faced by gifted children, including their extraordinary abilities and the difficulties they encounter in traditional educational settings.

The Gifted Experience

From a personal perspective, being highly intelligent can be both a blessing and a curse. As a gifted individual, I have experienced the drawback of feeling left out due to my unique capabilities. The world often caters to the norm rather than the individual, which can be disheartening. Finding others who understand and relate to the challenges of being gifted can be challenging, but it is also crucial for emotional and psychological well-being.

Disability and Giftedness

Being gifted is fundamentally different from being mentally retarded; both are disabilities in society. However, the world is not designed to cater to either group, making it difficult for gifted individuals to reach their full potential. Just as left-handed individuals struggle in a world designed for right-handers, gifted students face challenges that are not adequately addressed in traditional educational systems.

Giftedness vs Traditional Education

The traditional school system often fails to recognize and utilize the innate abilities of gifted students. For example, when faced with material that they can master quickly, gifted students tend to become bored and disengaged. This boredom may manifest in several ways, such as doodling, spacing out, or inventing more relevant scenarios. As a result, they lose interest in assignments that are repetitive and lack depth.

While the school system aims to instill a broad base of knowledge, it often fails to teach students how to think creatively and critically, which is crucial for their long-term development. Many gifted students teach themselves these skills before they even reach their peers, leaving them to merely memorize facts for standardized tests. This repetitive and rote learning is not only ineffective but also uninteresting for students with higher cognitive abilities.

It is imperative that gifted children are given the support and nurturing they need to thrive. Just like mentally retarded children, gifted children require special attention, tailored learning environments, and dedicated teachers. By providing them with their own specialized classes, they can be enabled to reach their full potential, just as they can in a learning environment designed for them.

Conclusion

In conclusion, understanding and supporting the needs of gifted individuals is crucial for their future success and happiness. The research and insights from experts like Dr. Makel, Dr. Lubinski, and Miraca Gross provide a foundation for recognizing and addressing the unique challenges faced by gifted students. By acknowledging that giftedness is a disability and not catering to the needs of gifted children in traditional educational settings, we are not only failing them but also missing out on the immense contributions they could make to society.