Challenges Faced by "Gifted Learners" in School and Beyond By JEREMY S.

PAGE 2010 Gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential (Farmer, 1993). Krause, Bochner and Duchesne (2003:212) report that gifted learners are labeled, along with gifted, talented or creative, as underachievers, educationally disadvantaged or special needs. This is primarily because schools and teachers are unaware of how to appropriately cater to these learners (See Diezmann & Watters, 2001; Langrehr, 2006). The gifted learner is traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test. Krause et al. (2003) report that the gifted learner is typically within the top 2% of standardized IQ scores in other words, possesses an IQ of approximately 130+. Langrehr (2006) rejects the intelligence quotient method, proposing a series of tests that measure what he terms multiple-answer thinking. He argues that the gifted child should be assessed on how well they can escape the dominant patterns stored in the brain how well they display creative-critical thinking. Recognizing the gifted student then, is the first area where the education system disadvantages this group. Gifted children have special learning needs, which if not met, can lead to frustration, a loss of self-esteem, boredom, laziness and underachievement (Crocker, 2004; after Knight & Becker (2000)). If the gifted child is not recognized, he or she quickly becomes bored and disinterested with the content taught. Diezmann and Watters (2006:3) state: gifted students have an advanced knowledge base compared to their non-gifted peers Thus, what is initially new content for non-gifted students might be only practice material for gifted students. If the gifted student is not identified, they quickly surpass their non-gifted classmates and become accustomed to a relaxed approach to learning, which can create serious learning difficulties when confronted with difficult and complex material in higher studies (Diezmann & Watters, 2006).

The failure to identify the gifted child is further compounded by disagreement over exactly what constitutes gifted. Langrehrs (2006) challenges the higher-intelligence method, and he further suggests that there are different categories of Giftedness, primarily highlighting the difference between the creative mind and the critical mind Langrehr suggests that these two mindsets, although markedly different, need to be treated as equally gifted. Once the gifted child has been identified and placed into a higher streaming class, there emerges the problem of the gifted learners self-esteem and self-concept. Yeung, Chow, Chow and Liu (2005:1) report that: gifted students and high achievers will experience an enhanced school self-concept due to the BFLP (big fish, little pond) effect through a comparison with their average-ability peers, their school self-concept will be lowered due to an assimilation effect when they affiliate themselves with their less able peers.In other words, gifted students consciously place themselves at a higher level than their non-gifted peers, whilst simultaneously realizing the difference between the two. Diezmann, Watters and Fox (2001:3) claim that gifted children experience: socioemotional problems that include difficulty with social relationships, isolation from peers, pressures to conform, resistance towards authority, refusal to complete routine and repetitious work, and frustration with every day life (after Davis & Rimm, 1998). They also note that these problems are frequently not resolved by school-leaving age, and may persist into later studies and life. Berger (2006) addresses the issue of gifted students self-concept, claiming that due to gifted students tendency to be a latebloomer, combined with their sensitivity to higher expectations and uneven social development can create a sense of displacement or dissonance. These feelings can compound in later life beyond school, ranging from underachievement to depression and more serious disorders (Hewitt and Dyck, 1996; Rasmussen and Eisen, 1992; cited by Kesner, 2005). A students level of social and emotional maturation may not keep pace with his or her advanced intellectual development (Berger, 2006:150) it is this social experience, attained through peer contact that many primary and secondary Gifted and Talented programs neglect or overlook.

During schooling years, the gifted child is frequently undertakes unnecessary practice of content, as they achieve mastery sooner than their non-gifted peers do. (Diezmann & Watters, 2006) The Gifted learner is characterized by an ability to rapidly acquire new content, advanced reasoning, higher maturity than age peers, and heightened awareness of their surroundings and feelings (Deizmann, Watters & Fox, 2001). The unfortunate fact is that these capabilities are frequently either not noticed, or not fully utilized in the standardized curriculum. Even if the system successfully identifies the gifted learner, places them in an appropriate Gifted and Talented program, assists them to realize their concept-of-self and brings them through school with excellent results, one major problem still awaits the student. Gifted learners are frequently offered the advice You can be anything you want. This may seem desirable for the learner, but for many, this plethora of opportunities is a major crisis. Berger (1989) raises this issue, coining the term multipotentiality, where the highly capable student participates in many different activities to satisfy their interest. She states that on vocational exploration tests, [gifted students] often show a high, flat profile; that is, high aptitudes, abilities and interests in every area (Berger, 2006:150). As Berger points out, attempting to maintain such a busy schedule in college or university life can potentially create a destructive academic and emotional environment (150). There are many challenges facing the gifted learner, as well as their educators. The core issue is that gifted students are different from their non-gifted peers, and need to be treated and taught using separate, often accelerated, methodology and pedagogy. Kesner (2005:219) suggests that for the educator developing a secure relationship with gifted children is critical and at the same time more difficult than doing so with their nongifted counterparts. Teachers of gifted and talented students need to not only create a social relationship, but also a quasi-professional academic relationship with their students. As Kesner notes: Children are dependent upon their teacher for provision of appropriate academic challenges [in the classroom]. Gifted students, by virtue of their advanced intellectual capabilities may be even more dependent upon the teacher to provide for their specific academic needs. (Kesner, 2005:222) Berger (1989) reports

that there are many options available to gifted students to explore social interaction with both age and intellectual peers, as well as possibly finding mentors. She states that the broad spectrum of intellectual, academic and social experience required by the gifted student can only be achieved through the coordinated efforts of the family, the school, and supplemental (gifted and talented) programs. The tendency for gifted students to display multi-potentiality and the tendency for perfectionism can be combated through teaching study skills and academic planning in gifted and talented programs, alongside course content (See Berger, 1989; Diezmann et al., 2006; Crocker, 2004). Providing gifted students with the opportunity to explore further study or career options after school may help give them a sense of direction (Berger, 1989). It is an unfortunate paradox that the gifted child is often considered at a disadvantage to their non-gifted peers, and this essay holds that it is a failing of the educational system to identify, educate and support these students in a suitable fashion. The gifted student must be given these resources and opportunities if they are to have equal opportunities in life beyond school. http://www.studentpulse.com/articles/330/challenges-faced-by-gifted-learners-in-schooland-beyond

Gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential (Farmer, 1993). Gifted learners are labeled, along with gifted, talented or creative,

as underachievers, educationally
disadvantaged or special needs. Krause, Bochner and Duchesne (2003:212)

Gifted learners?

Traditionally: The gifted learner is identified with a higher-than-average score on an Intelligence Quotient (IQ) test.

Gifted learner is typically within the top 2% of standardized IQ scores in other words, possesses an IQ of approximately 130+. Krause et al. (2003)

If didnt using special learning skill, they may lead to frustration, a loss of self-esteem, boredom, laziness and underachievement. They quickly surpass their non-gifted classmates if didnt identify.

They experience socioemotional problems. (difficulty with social relationships, isolation from peers, pressures to conform, resistance towards authority, refusal to complete routine and repetitious work, and

Schools and
teachers are unaware of how to appropriately cater to these learners. Challenges Faced by "Gifted Learners"

frustration with every day life)

Their advanced intellectual capabilities may be even more dependent upon the

They always participates in

teacher to provide They always frequently undertakes unnecessary practice of content, as they achieve mastery sooner than their non-gifted peers do.

many different activities, it is

desirable for the learner, but for many, this plethora of opportunities is a major crisis.

for their specific

academic needs.