Here is one way of looking at the different types of Giftedness: High Achievement, Gifted Learning, and Gifted Thinking. These three profile are not meant to be exclusive and in fact will often overlap. Considering how an individual connects to these traits may help us gain insight into how to best meet that individual's needs
No two gifted individuals are exactly the same; each has his/her own unique patterns and traits. There are many traits that gifted individuals have in common, but no gifted learner exhibits traits in every area. This list of traits may help you better understand whether or not your child is gifted.
Overexcitability and the Gifted By Sharon Lind. Link to the full article is HERE.
PSYCHOMOTOR OVEREXCITABILITY Psychomotor OE is a heightened excitability of the neuromuscular system. At home and at school, these children seem never to be still. SENSUAL OVEREXCITABILITY Sensual OE is expressed as a heightened experience of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. When emotionally tense, some individuals high in Sensual OE may overeat, go on buying sprees, or seek the physical sensation of being the center of attraction (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). INTELLECTUAL OVEREXCITABILITY Intellectual OE is demonstrated by a marked need to seek understanding and truth, to gain knowledge, and to analyze and synthesize (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). Intellectually overexcitable people are also quite independent of thought and sometimes appear critical of and impatient with others who cannot sustain their intellectual pace. IMAGINATIONAL OVEREXCITABILITY Imaginational OE reflects a heightened play of the imagination with rich association of images and impressions, frequent use of image and metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). They find it difficult to stay tuned into a classroom where creativity and imagination are secondary to learning rigid academic curriculum. EMOTIONAL OVEREXCITABILITY Emotional OE is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression (Piechowski, 1991). Other manifestations include physical responses like stomachaches and blushing or concern with death and depression (Piechowski, 1979). Their compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes.
Social & Emotional Issues
Because gifted children demonstrate greater maturity in some domains over others, they may be at greater risk for specific kinds of social-emotional difficulties if their needs are not met. These aspects may include: heightened awareness, anxiety, perfectionism, stress, issues with peer relationships, and concerns with identity and fit. Parents, adults, and caregivers of these children need to stay in tune with their specific child's needs, and help shape a strong framework for social-emotional health. Keep in mind:
A child gifted in one area does not mean gifted in all
Giftedness can lead to the masking and misunderstanding of problem signs
Not all gifted children are alike, including their own unique social-emotional profile
There is no single, definitive recipe for maintaining a child's emotional equilibrium
Parents need to model balance and set the tone to reduce stress/anxiety in the gifted child's life
We can teach our children strategies and provide tools for dealing with the ebb and flow of life
Misdiagnosis is a widespread issue for the GT/2E community. Proper assessment is essential for applying the right social and emotional support in home, work and school settings. Click here to go to the SENGIFTED website to learn more.
These strengths... ...may be related to these problems.
Acquires and retains information quickly - - Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex.
Inquisitive attitude, intellectual curiosity; intrinsic motivation; searching for significance - - Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects same of others.
Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity - - Rejects or omits details; resists practice or drill; questions teaching procedures.
Can see cause--effect relations - - Difficulty accepting the illogical or un-proveable, such as feelings, traditions, or matters to be taken on faith.
Love of truth, equity, and fair play - - Difficulty in being practical; worry about humanitarian concerns.
Enjoys organizing things and people into structure and order; seeks to systematize - - Constructs complicated rules or systems; may be seen as bossy, rude, or domineering.
Large vocabulary and facile verbal proficiency; broad information in advanced areas - - May use words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all."
Thinks critically; has high expectations; is self-critical and evaluates others - - Critical or intolerant toward others; may become discouraged or depressed; perfectionistic.
Keen observer; willing to consider the unusual; open to new experiences - - Overly intense focus; occasional gullibility.
Creative and inventive; likes new ways of doing things - - May disrupt plans or reject what is already known; seen by others as different and out of step.
Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence - - Resists interruption; neglects duties or people during period of focused interests; stubbornness.
Sensitivity, empathy for others; desire to be accepted by others - - Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated.
High energy, alertness, eagerness; periods of intense efforts - - Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive.
Independent; prefers individualized work; reliant on self - - May reject parent or peer input; non-conformity; may be unconventional.
Diverse interests and abilities; versatility - - May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence.
Strong sense of humor - - Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention. __________________________________________________________________ These strengths and their associated problems may not be easy to separate, but knowing about one can often help us identify, understand, and work with the other. Adapted from Clark (1992) and Seagoe (1974).
Twice Exceptional Learners
Can a gifted child also have a disability? Yes! Just a few well known figures who are Twice Exceptional or 2E include:Temple Grandin (Autism), Michael Phelps (ADHD), Stephen Hawking, amyotrophic lateral sclerosis (ALS), Helen Keller (deaf and blind), John Nash Jr., (schizophrenia), Steven Spielberg (dyslexia), Whoopi Goldberg (dyslexia), Daniel Radcliffe (dyspraxia)