Gifted and Talented: Critical Issues Related to Advanced Learners

Introduction

What does it mean to be academically gifted? Evolving throughout the centuries, the term “giftedness” as it is applied to individuals has morphed depending on the perceptions of researchers, their areas of study, and the trends of the time (Türkman, 2020). As the definition of giftedness has gradually progressed, it has expanded to better represent the various dimensions of the highly diverse population of gifted individuals (Türkman, 2020). Although no exact, agreed upon definition of giftedness exists, currently the National Association for Gifted Children (NAGC) defines gifted students as those who possess gifts and/or talents, and who can perform, or have the capability of performing, at higher academic levels than their chronologically aged peers in one or more domains (National Association for Gifted Children [NAGC], n.d.g). The United States Department of Education (USDE) expands on this definition by adding that gifted learners are not only those who excel intellectually, but also those who evidence high potential in creativity, art, and leadership capacity, and “who need services or activities not ordinarily provided by the school in order to fully develop those capabilities” (United States Department of Education [USDE], 2004).

Academically gifted learners are exceptionally diverse and unique, and they can be found in every school system in any country regardless of cultural background or ethnicity (Blass, 2014). Their socioeconomic backgrounds range from low to high, and their gifts and talents range from moderately gifted to profoundly gifted (Blaas, 2014; Hoagies, 2015). The personality characteristics of gifted students also vary from being spontaneous and outgoing to quiet and reserved, and their traits show diversity in the areas of cognition, creativity, affectivity, and behavioral (Neihart, Reis, Robinson, & Moon, 2002). Gifted learners, whether they have been identified or not, are in almost every classroom and possess a variety of learning needs as well as a plethora of social and emotional needs (Neihart et al., 2002), and these needs are not always recognized by general education teachers (Reis & Renzulli, 2004). Therefore, just like any other area of special education, programs and opportunities need to be available to guide and support gifted learners in maximizing their potential for success (NAGC, n.d.g).

In an ideal world, there would be one standard definition that would be applicable to all gifted and talented learners, but the case is not that simple. Complex and multifaceted are the definitions surrounding these learners, and just as multidimensional are the layers of topics, questions, and concerns. Moreover, the topic areas of research yet to be uncovered adds to the intricacy of the work left to be examined in this field of special education. New research brings with it more understanding of the gifted as well as innovative approaches to meeting their educational needs. Learning more about gifted and talented students is a first step towards lifting their learning ceilings and expanding learning opportunities through critical thinking, utilizing specialized program models, and utilizing various curriculum models that target the needs of advanced learners.