What is Giftedness (High Potential)?
While there is no single definition of giftedness, most definitions involve the presence of high aptitude or intellectual ability. Children who are gifted have the capacity to achieve more and with greater facility than their typically-developing peers. Giftedness may manifest in one or more academic domains or may appear in an artistic or creative form. Giftedness is not the same as achievement: Though gifted children have high aptitude, they may require extensive support to achieve their full potential. Dr Schneider offers both HP identification and support services for children who are twice exceptional: those with both high potential and an LD. Please see the Services page for more details.
Signs of Giftedness
Every child is unique and uniquely talented, and no two children with high potential are alike. Nevertheless, there are a number of traits and qualities that appear more often in gifted children:
Other Traits & Abilities
I Suspect My Child Is Gifted. What Now?
If you suspect your child is gifted, a good first step to take is to talk to your child's educators and determine whether or not your child's school has an identification program in place. If the school cannot or will not provide identification services, it is advisable to pursue outside identification from a qualified evaluator, as early detection of high potential allows a gifted child's unique talents to be identified and nurtured, leading to more optimal outcomes. Early identification is especially important when a child is showing emotional or behavioural difficulties resulting from her or his advanced maturity or capacity. Misidentification or misattribution can lead to inappropriate efforts at remediation.
Identification of Giftedness
The process for the identification of giftedness may differ from context-to-context and school-to-school. Because every gifted child is different and manifests different abilities, evaluation for giftedness should include a variety of measures, comprising both standardised assessments of aptitude or ability (IQ tests) and qualitative assessments of aptitude, such as teacher and parent observations, portfolio reviews, and records reviews. In most cases, education authorities require a valid and reliable evaluation of cognitive abilities (IQ) before providing gifted and talented services; however, IQ tests alone cannot provide a complete picture of a child's potential.
Impediments to Achievement
Because gifted children experience the world differently than others, and because they tend to be cognitively far advanced of their age peers, they may experience emotional, behavioural, or social difficulties that harm their ability to thrive and achieve their full potential. Some common problems experienced by children with giftedness include perfectionism or a reluctance to perform tasks that may not be completed perfectly, social anxiety or difficult relationships with age peers, test or performance anxiety, distraction or boredom in school, hyperactivity, intense emotions or hyper-sensitivity, and a tendency to talk out-of-turn or talk back. Fortunately, all of these impediments to achievement can be remediated with appropriate supports.