Gifted Instruction

Definition:

“Intellectually Gifted” means a child whose intellectual abilities, creativity, and potential for achievement are so outstanding that the child’s needs exceed differentiated general education programming, adversely affects educational performance, and requires specifically designed instruction or support services. Children from all populations (e.g., all cultural, racial, and ethnic groups, English Learners, all economic strata, twice exceptional, etc.) can be found to possess these abilities.

Intellectually Gifted Students:

Below are examples of characteristics of giftedness, but more information can be found on the Tennessee Department of Education Website.

If you suspect your child's education is adversely impacted due to an educational disability under the eligibility of Intellectually Gifted, please click here for more information regarding the evaluation process.

National Association for Gifted Children	Frasier – TABs and Definitions	Torrance – Characteristics of Creativity
= Unusual alertness, even in infancy = Rapid learner; puts thoughts together quickly = Excellent memory = Unusually large vocabulary and complex sentence structure for age = Advanced comprehension of word nuances, metaphors and abstract ideas = Enjoys solving problems, especially with numbers and puzzles = Often self-taught reading and writing skills as preschooler = Deep, intense feelings and reactions = Highly sensitive = Thinking is abstract, complex, logical, and insightful = Idealism and sense of justice at early age = Concern with social and political issues and injustices = Longer attention span and intense concentration = Preoccupied with own thoughts—daydreamer = Learn basic skills quickly and with little practice = Asks probing questions = Wide range of interests (or extreme focus in one area) = Highly developed curiosity = Interest in experimenting and doing things differently = Puts ideas or things together that are not typical = Keen and/or unusual sense of humor = Desire to organize people/things through games or complex schemas = Vivid imaginations (and imaginary playmates when in preschool)	= Motivation: Evidence of desire to learn. = Interests: A feeling of intentness, passion, concern, or curiosity about something. = Communication skills: Highly expressive and effective use of words, numbers, symbols, and so forth. = Problem-solving ability: Effective, often inventive, strategies for recognizing and solving problems. = Memory: Large storehouse of information on school or non-school topics. = Inquiry: Questions, experiments, explores. = Insight: Quickly grasps new concepts and makes connections, senses deeper meanings. = Reasoning: Logical approaches to figuring out solutions. = Imagination and creativity: Produces many ideas, highly original. = Humor: Conveys and picks up on humor.	= Fluency: The ability to think of, or produce many ideas or products. = Flexibility: The ability to think of many different kinds or categories of responses to a stimulus. = Originality: Unusual or infrequent responses compared to same-aged peers. = Abstractness of thought: The ability to capture the essence of something by going beyond what is seen or heard by telling a story, giving dialogue, revealing thoughts, or suggesting meaning in an abstract way. = Elaboration: Imagination and exposition of detail. = Resistance to closure: The ability to delay closure long enough to make the mental leap that makes possible more original ideas.

National Association for Gifted Children

Frasier – TABs and Definitions

Torrance – Characteristics of Creativity

= Unusual alertness, even in infancy

= Rapid learner; puts thoughts together quickly

= Excellent memory

= Unusually large vocabulary and complex sentence structure for age

= Advanced comprehension of word nuances, metaphors and abstract ideas

= Enjoys solving problems, especially with numbers and puzzles

= Often self-taught reading and writing skills as preschooler

= Deep, intense feelings and reactions

= Highly sensitive

= Thinking is abstract, complex, logical, and insightful

= Idealism and sense of justice at early age

= Concern with social and political issues and injustices

= Longer attention span and intense concentration

= Preoccupied with own thoughts—daydreamer

= Learn basic skills quickly and with little practice

= Asks probing questions

= Wide range of interests (or extreme focus in one area)

= Highly developed curiosity

= Interest in experimenting and doing things differently

= Puts ideas or things together that are not typical

= Keen and/or unusual sense of humor

= Desire to organize people/things through games or complex schemas

= Vivid imaginations (and imaginary playmates when in preschool)

= Motivation: Evidence of desire to learn.

= Interests: A feeling of intentness, passion, concern, or curiosity about something.

= Communication skills: Highly expressive and effective use of words, numbers, symbols, and so forth.

= Problem-solving ability: Effective, often inventive, strategies for recognizing and solving problems.

= Memory: Large storehouse of information on school or non-school topics.

= Inquiry: Questions, experiments, explores.

= Insight: Quickly grasps new concepts and makes connections, senses deeper meanings.

= Reasoning: Logical approaches to figuring out solutions.

= Imagination and creativity: Produces many ideas, highly original.

= Humor: Conveys and picks up on humor.

= Fluency: The ability to think of, or produce many ideas or products.

= Flexibility: The ability to think of many different kinds or categories of responses to a stimulus.

= Originality: Unusual or infrequent responses compared to same-aged peers.

= Abstractness of thought: The ability to capture the essence of something by going beyond what is seen or heard by telling a story, giving dialogue, revealing thoughts, or suggesting meaning in an abstract way.

= Elaboration: Imagination and exposition of detail.

= Resistance to closure: The ability to delay closure long enough to make the mental leap that makes possible more original ideas.