Federal Information

WHO ARE THE GIFTED?

Intelligence and giftedness, the labels for high intelligence, have been defined in many ways. Terman (1925) used the term intelligence to mean that which is measured by intelligence tests, and those who score in the upper 2% on such a test be spoken of as gifted. Witty (1951) believed that giftedness needed no referent to intelligence but could be described as being possessed by those whose performance was consistently remarkable in any potentially valuable area. According to Renzulli (1986) the purpose of special programs and services for high potential students is to develop gifted behaviors in well above ability students. Renzulli maintains that gifted behaviors result from developing creativity and task commitment in high ability students and bringing these behaviors to bear on specific areas of intense interest and involvement.

The Federal definition as reflected in the Education Consolidation and Improvement Act (1981) and reflected in most of the state legislature for service to gifted students refers to gifted and talented children as,

“Children who give evidence of high performance capability in areas such as Intelligence, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capability.” (Sec.582)