Traffic circles are so complex- and so are gifted students. A singular road through the middle of town doesn't necessitate a traffic circle. But many roads intersecting at a singular point, as one might find in the middle of a large city, becomes a much more complex situation. So it is, with the gifted. The portrayal of giftedness within a student is affected by a student's gender, race/culture, socioeconomic status, and even by other characteristics or personality traits unique to that student alone. One must take care with the manner in which a gifted student is identified, as it is not just one factor that plays into the way in which giftedness manifests itself within a child, but many factors- each one of which affects all the others. All roads that lead to the center of traffic circle are part of what make it a unique intersection, and must be considered in its formation. So it is with the gifted child- all "roads" lead to gifted.

​

Gifted students are those that have exceptional ability in a given area- academic or otherwise. Gifted students typically outperform their peers in their given area(s) of giftedness. These students are often characterized by their creativity, intense emotions or opinions, strong interest in a particular topic, or unusually expansive vocabulary, just to name a few.

 

It is often assumed that when a student is gifted in one area, they are gifted in all areas. However, it is possible for a student to gifted in one area, but perform at the level of their "typical" peers in other areas. It is also possible for a student to be gifted in one area while also having some form of learning disability- this is referred to as a "twice-exceptional" student. These twice exceptional students need to be challenged in their strengths and supported in their weaknesses. All gifted students need to have access to services which can provide for their exceptional needs and challenge them to continue to learn and grow in their areas of strength. They need to receive differentiated teaching and lessons beyond what their 'typical' peers receive and may even require additional support and services from resource teachers outside of the regular classroom.

 

Ultimately, gifted students will thrive when they are challenged to think critically, dig deeper than the surface curriculum requires, have opportunities to work alongside like-minded peers, feel that their work is meaningful and has purpose, and are supported by teachers who also take into account their unique social and emotional needs. While ALL students are unique and have unique academic, intellectual, social, and emotional needs, it is the gifted learner (often overlooked) who must receive this unique attention and instruction from educators in order to continue developing and honing the special gifts and abilities they have been given. 

​

Click here for the Lee County Schools AIG Program Mission!

​