SPED 109ICT and

SPED

GiftednessMultiple

Intelligences

What is “gifted”?

• Highly gifted children tend to be those who demonstrate asynchronous development. Due to their high cognitive abilities and high intensities they experience and relate to the world in unique ways. These children are often found as a result of extremely high scores on an individually scored IQ tests, generally above the 140 IQ range. Others may be prodigies in areas such as math, science, language and/or the arts. Profoundly gifted children can score in excess of 170 IQ. 

ONE ASPECT WHICH SETS APART GIFTED STUDENTS FROM THEIR FELLOW CLASSMATES IS THEIR ABILITY TO MAKE CONNECTIONS WHICH OTHERS OFTEN FAIL TO SEE.

Widely read Intensity for learning within subject

area(s) Prefers independent work Asks many probing questions Absorbs info quickly with limited

exposure Requires little or no drilling Displays leadership qualities Shares knowledge “answers too

often” Has large vocabulary Generates large number of ideas or

solutions to problems Applies knowledge to unfamiliar

situations Provides many written or oral

details Benefits from rapid rate of

presentation Has knowledge about things peers

are unaware of Offers unusual or unique responses

Linguistic Intelligence

• It is a well developed verbal skills and sensitivity to the

sounds, meanings and rhythms of words.

The indicators of linguistic intelligence are manifested by persons who:

o Ask a lot of questionso Have a good vocabulary, enjoy

talking, can spell easilyo Pick up new languages easilyo Enjoy playing with wordso Enjoy reading, love stories, jokes,

riddleso Like to writeo Can talk about language skills

Logical-Mathematical Intelligence

• It is the ability to explore patterns, categories and relationships by

manipulating objects or symbols and to experiment

in controlled, orderly ways.

The indicators of logical mathematical intelligence are manifested by persons

who:

• Want to know how things work

• Are interested in “if...then” logic

• Oriented towards rule-based activities

• Play with numbers, enjoy solving problems

• Love to collect and classify objects

Musical Intelligence

• It is the ability to enjoy, perform or compose a musical piece, as well as, produce and appreciate rhythm, pitch and

timber.

The indicators of musical intelligence are shown by

persons who:• Have sensitivity to sound patterns, hum or move rhythmically

• Capture the essence of a beat and adjust movement patterns according to changes

• Have a good sense of pitch• Hum tunes, can discriminate

among sounds• Play with sounds, remember

tunes and sound patterns

Visual-Spatial Intelligence• It is the ability to

perceive and mentally manipulate a form or object, perceive and

create tension, balance and

composition in a visual or spatial

display.

Some indicators of visual-spatial

intelligence are manifested by persons who:

Some indicators of visual-spatial

intelligence are manifested by persons who:

• Like to draw, doodle, sketch• Have a keen eye for detail• Like to take things apart,

like to build things• Have a good sense of

relating parts to the whole• Enjoy puzzles, riddles• Remember places by

description or image

• Like to draw, doodle, sketch• Have a keen eye for detail• Like to take things apart,

like to build things• Have a good sense of

relating parts to the whole• Enjoy puzzles, riddles• Remember places by

description or image

Bodily-Kinesthetic Intelligence It is the ability to control one’s body movements and to

handle objects skillfully.

The indicators of bodily-kinesthetic intelligence are observed among persons

who:•Have a good sense of balance, good eye-hand coordination•Have sense of rhythm graceful in movement•Communicate ideas through gestures, body movements and facial expressions•Have early ease in manipulating objects•Solve problems through “doing”

Interpersonal Intelligence

It is the capacity to detect and respond appropriately to the moods, motivations and desires of other

people.

The indicators of interpersonal intelligence are observed in persons

who:• Demonstrate empathy towards others

• Act as mediator or counselor to others

• Relate well to peers and adults alike

• Are admired by peers, make friends easily

• Display skills of leadership• Work cooperatively with

others• Enjoy cooperative and

group activities

Intrapersonal Intelligence

• It is the ability to gain access to and

understand one’s inner feelings, values,

beliefs, dreams and ideas.

The indicators of intrapersonal intelligence are evidenced by

people who:

• Are goal-oriented, develop plans carefully

• Are confident of their own abilities and accept their limitations

• Do not need to be told what to do• Motivate themselves to engage in

projects• Work towards the achievement of

one’s goals• Communicate their feelings

NATURALIST

Naturalist Intelligence

•The person’s ability to identify and

classify patterns in nature.

The indicators of naturalist

intelligence are evidenced by people

who:• Can sort what animals and plants are edible or not

• Relates to the environment

• Are sensitive to changes in flora and fauna, weather patterns and similar environmental factors

EXISTENTIAL

•Sensitivity and capacity to tackle deep

questions about human existence

such as the meaning of life why do things

perish and how can one survive

suffering.

Existential Intelligence

Factors influencing determination of “giftedness”

• Socio-economic factors often lead to underreporting of some gifted.

• Gender issues- Female students less likely to be identified

• Misdiagnosis- ADHD, ODD, OCD, Mood disorders (Bi-polar or Depression)

• Terminology- exceptional vs. gifted vs. talented vs. special

• Wishful thinking (parents and even some teachers)

• Challenges arise from the difficulty in distinguishing “Academically talented” and “Gifted”

Labeling Issues

• Creates unreasonable expectations

• Tries to lock in life choices too early

• Behavior issues on the part of the “gifted” child

• Other students might focus on the different one (verbal and physical abuse)

Boredom in the classroom can be an issue for gifted students

Special accommodations should be made to address the boredom issue.

IDEA Suggests that children should be taught in the least restrictive environment.

Often the classroom is more restrictive than are other options.

NCLB requires proficiency in subject areas.

Often gifted students begin the class at or above proficiency levels.

Services for gifted students as opposed to “gifted program”

In many cases boredom can lead to “underachievement”

What should we do to meet the needs of gifted students?

• Gifted resource services• Acceleration (learn at own

pace)• Resource rooms [grouping]• Enrichment (able to learn

beyond grade level material)

• Differentiation (match studies to interests)

• Honors / Advanced Placement courses

• Mentorships • Summer and Saturday

Programs• Competitions• Independent studies (with

study skills)

Fin.

Presentation by:

Candice Santiago