Theory vs. Theory & Their Connection to Identifying the Gifted
The Role of Brain Research in Education of the Gifted
Just as the theorists worked to identify intelligence, scientists today are very involved in brain research. They are discovering more and more that environment plays a large role in our neurological and biological development. As Barbara Clark states, “If, however, we consider giftedness a dynamic process in which a person’s innate ability is in constant and continuous interaction with the environment, and if we believe that the strength of that interaction will determine just how much ability this person will be able to develop, then we will become highly sensitive to the level and needs he or she expresses.” (pg. 45).
Clark shares (pages 50 – 52) how the ideas from brain research may affect changes in the classroom and impact the gifted learner:
The Environment
- Brain development is enhanced by an environment that is stimulating and includes appropriate challenges that encourage curiosity and exploration.
- The brain responds to novelty, to the unexpected, and to discrepant information.
The Instruction
- The dynamic nature of the brain allows intellectual growth to progress or regress, not to remain static.
- Individualized instructional planning is strongly indicated because each person responds uniquely to the environment.
- The brain does not just process information or amplify thought, it constructs meaning.
- The brain attaches emotional significance to information; good learning derives from exciting teaching.
Gifted: Myth vs. Truth
Gifted children are as diverse as the flowers in a spring garden. They come in all sizes and shapes, they come from many differing ethnic, socioeconomic, and cultural backgrounds, they are challenged physically and psychologically, but . . . they are gifted.
The best way to present a clear picture of our gifted students is to review some of the myths about gifted students and then look at some of the truths. You then begin to realize, that the potential for giftedness knows no bounds.
As you investigate statistics regarding the incidence of gifted children locally, statewide, and across the nation, you find the numbers of identified, minority gifted children much lower and unevenly skewed. The majority (often 50% or above) of students participating in gifted programs are white. This is definitely not an accurate representation based on ability – it is a representation based on the identification tools and processes currently in place. Fortunately, this is changing for the better. The original test protocols were found to be biased towards the white population and prejudices as well as lack of information prevented teachers from understanding many of the traits of gifted children – thus, fewer referrals for minority children. Today, alternative testing situations are in place; the state of Florida has made a special provision for ensuring that minority children have a fair chance of qualifying for gifted programs (more detailed description of regulations later in the course); and teachers, administrators, and parents are more aware of the unique and diverse characteristics that indicate potential giftedness.