Identification of Giftedness Depending on Age: Teenagers, Senior Grades, Students
DOI:
https://doi.org/10.32405/2309-3935-2021-1(80)-12-17Keywords:
giftedness identification, general screening, verbal, nonverbal testsAbstract
The article reveals the essence of identification of
giftedness depending on age: teenagers, senior grades,
students. The analysis of the works of scientists on this
problem according to foreign American sources by the
following authors: J. Hopkins, Gray, Pleker, FernandezRio, Mendes-Jimenez, Bailey, Morley, M. Klein, S. Pfeiffer,
Kaufman, M. Coleman, T. Savannah, S. Brody, Z.Shechman,
S. Schutz, K. Heller, W. Bendov.
Also, psychodiagnostic results of giftedness
identification were described in the following American
diagnostic centres: American Gifted Association, National
Scientific Council, Iowa Center for Talented and Gifted,
Expert Selection System for Young Athletes in Ljubljana,
National Association of Gifted Children in the USA.
The identification process itself should be reviewed
periodically to ensure that it is valid for the population
served and the types of services provided. To help the
educational process study trends in personal identification
by age, data should be disaggregated by class, gender,
ethnicity, language, and economic status. These data
should reflect the patterns of educational institutions in
which gifted children study.
The article discusses identification methods aimed at
identifying the abilities of individuals of different ages who
are gifted in a particular field, regardless of their ethnic
origin, financial status, disabilities, etc., in order to provide
them with special educational services and pedagogical
support within secondary schools for the fullest disclosure
of their intellectual, creative and leadership potential.
The identification process is the first but critical step in
ensuring that gifted pupils and students in need of quality
education are recognized and combined with relevant
European standard services.
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References
Використані літературні джерела
1. Coleman M.R. The Identification of Students Who
Are Gifted. ERIC EC Digest. 2013. No. E644. P. 24–49.
2. Kaufman S.B. Who is currently identified as gifted
in the United States? Psychology today. 2017. 04 January.
Р. 56–89.
3. McClain M.-C., Pfeiffer S. Identification of Gifted
Students in the United States Today: A Look at State
Definitions, Policies, and Practices. Journal of Applied
School Psychology. 2015. Vol. 28. P. 59–88.
4. National Association for gifted children.
Developmental Neuropsychology. 2018. № 11. Р. 132–190.
5. Yeremenko Y.V. Theoretical approaches to the
phenomenon of giftedness: historical and sociological
analysis. Virtus: Scientific Journal. 2018. June No. 25.
P. 177–180.
6. Heller K.A. Goals, methods and first results from
the Munich Longitudinal Study of giftedness in West
Germany. Expanding awareness of creative potentials
worldwide. New York, 2011. Р. 538–543.
7. Heller K.A. International Handbook of Giftendes
and Talent. Pergamon, 2016. 950 p.
8. O’Boyle M., Benbow C.P., Alexander J.E.
Hemispheric Laterality and Associated Brain Activity in
the Intellectually Gifted. Developmental Neuropsychology.
2015. No. 11. Р. 415–443.
9. Savannah T.A. Indigo glow: Aura Theory Interprets
Behavior of Exceptional Children. Today’s Local News.
2012 (2 July). P. 34-80.
10. Schutz C. Leistungsbezogene Kognitionen.
Hochbegabte und hochleistende Jugendliche. Munster,
2000. S. 303–338.
11. Shechtman Z. Social Competencies and Difficulties
of Gifted Children Compared to Nongifted Peers. Roeper
Review. 2012. Vol. 3, No. 1. Р. 63–72.
12. Brody S. Teaching the skills that children need to
succeed. Camping Magazine. 2013. September P. 89–101.
13. Competencies Needed by Teachers of Gifted and
Talented Students. Roeper Review. 2015. Vol. 1, No. 6.
Р. 79–90.
14. Deutsche Schülerakademie. Programm.
Bundesministerium fur Bildung und Forschung. Bonn,
2012. 24 s.
References
1. Coleman, M.R. (2013). The Identification of
Students Who Are Gifted. ERIC EC Digest. No. E644.
P. 24–49.
2. Kaufman, S.B. (2017). Who is currently identified
as gifted in the United States? Psychology today.
04 January. Р. 56–89.
3. McClain, M.-C., & Pfeiffer, S. (2015). Identification
of Gifted Students in the United States Today: A Look at
State Definitions, Policies, and Practices. Journal of
Applied School Psychology. Vol. 28. P. 59–88.
4. National Association for gifted children.
Developmental Neuropsychology. 2018. № 11. Р. 132–
190.
5. Yeremenko, Y.V. (2018). Theoretical approaches to
the phenomenon of giftedness: historical and sociological
analysis. Virtus: Scientific Journal. June No. 25. P. 177–
180.
6. Heller, K.A. (2011). Goals, methods and first results
from the Munich Longitudinal Study of giftedness in
West Germany. Expanding awareness of creative
potentials worldwide. New York, 2011. Р. 538–543.
7. Heller, K.A. (2016). International Handbook of
Giftendes and Talent. Pergamon, 950 p.
8. O’Boyle, M., Benbow, C.P., & Alexander, J.E.
(2015). Hemispheric Laterality and Associated Brain
Activity in the Intellectually Gifted. Developmental
Neuropsychology. No. 11. Р. 415–443.
9. Savannah, T.A. (2012). Indigo glow: Aura Theory
Interprets Behavior of Exceptional Children. Today’s
Local News. (2 July). P. 34–80.
10. Schutz, C. (2000). Leistungsbezogene
Kognitionen. Hochbegabte und hochleistende
Jugendliche. Munster, Р. 303–338.
11. Shechtman, Z. (2012). Social Competencies and
Difficulties of Gifted Children Compared to Nongifted
Peers. Roeper Review. Vol. 3, No. 1. Р. 63–72.
12. Brody, S. (2013). Teaching the skills that children
need to succeed. Camping Magazine. September P. 89–
101.
13. Competencies Needed by Teachers of Gifted and
Talented Students (2015). Roeper Review. Vol. 1, No. 6.
Р. 79–90.
14. Deutsche Schülerakademie. Programm (2012).
Bundesministerium fur Bildung und Forschung. Bonn, 24 s.
