Abstract
In this chapter, the authors will explore the basics of being gifted and talented: what it means, presents, and how best to support. Gifted and talented is associated as a disability and is best served under special education resources. Serving this community requires plans that will encourage and support furthering this exceptional ability. Being gifted does not protect one from experiencing trauma. The giftedness poses a challenge when processing the traumatic event. There is very little research with the combination of gifted and trauma, so more will be discussed to provide this information on how gifted children and adolescents experience trauma and cope. Developing a strong supportive relationship to motivate towards change and healing along with other tools and techniques are discussed for working with the gifted population, wrapping up with a fictional case study as an example.
TopWhat Is Gifted And Talented?
Being gifted involves exceptionality with intellectual characteristics specifically, but not limited to academia, creativity, leadership, and artistic capabilities (Parritz and Troy, 2018). GT students pick up new skills with ease. They learn new information quickly and easily. They excel in several, if not most, areas of their lives. Some shine in the classroom setting while some display high curiosity and creativity. Some show strengths in their leadership capabilities while some show strengths in artistic capabilities. However, being gifted can be incredibly difficult and can come with a variety of complications, struggles, and issues that are rarely identified or addressed (Arky, 2021). Therefore, gifted students fall under the Special Education umbrella. Not only are GT kids misunderstood, but many are also stuck in education systems that do not know how to challenge and teach them (Green, 2021). When GT students are not challenged at school, they may become disengaged. They may act out or withdraw altogether. They may bully or be bullied. Some of these kids become marginalized to the point where they are at risk for mental health concerns. In high school or post-secondary education, they may even drop out (Green, 2021).
Key Terms in this Chapter
Twice Exceptional (2e): A gifted child who also has one or more disabilities.
Individualized Educational Plan (IEP): A written education plan developed to ensure that a child with an identified disability receives specialized instruction and related services.
Intelligence Quotient: Represented by a score derived from a set of standardized tests to measure the level of a person’s intelligence.
Emotional Quotient: usually represented by a score in a standardized test to measure the level of a person’s emotional intelligence.
Asynchronous: Cognitive, emotional, and/or physical development of gifted individuals not developing at the same Time.
Gifted Trauma: A trauma that gifted children experience that stems from feeling like you do not belong, are ridiculed, ignored, rejected, misunderstood, and/or are out-of-place.
Individuals with Disabilities Education Act (IDEA): A piece of American legislation that ensures students with a disability are provided with appropriate public education that is free and tailored to their individual needs.
Functional Behavioral Assessment: A process utilized to help identify challenging behaviors and form viable solutions.