The Extent, Nature and Effectiveness of Planned Approaches in ...

… we acknowledge the special abilities that our children may have within the cultural andspiritual domains.Included in this group of multicategorical definitions were adaptations to or the adoption of Renzulli’sThree-Ring Concept of Giftedness (47) and Gardner’s Multiple Intelligences (18). Thirteen schoolsutilise Gagné’s Differentiated Model of Giftedness and Talent. One school stated that it used theMarland definition. Approximately 25 schools stated that their definitions were based upon theMinistry of Education handbook (2000) or initiatives document (2002), both of which acknowledgemulticategorical definitions. However, the handbook does not give a definition of giftedness andtalent, but rather a wide range of possible definitions and as such it is unclear exactly how theseschools are defining giftedness. As one respondent stated:Hazy – follow Ministry of Education guidelines.Only five schools reported uni-dimensional definitions of giftedness and these were all based uponacademic giftedness only.Exceptionality in relation to peers. Approximately 144 schools provided definitions whichacknowledge the exceptional abilities of gifted and talented students in relation to their peers. Ofthese, 25 definitions indicated benchmarks of performance which ranged from one to four years abovetheir chronological-age and the top 1-15% of students in their age group. These definitions includedphrases like, “above the norm,” “beyond their age,” and “above what is expected.” Adjectives such asexceptional, advanced, above-average, extraordinary, high, superior, and outstanding are used todescribe gifted and talented students in relation to their peers. Some definitions described studentswho “stand out,” “shine,” “show flair” or “bubble up.” Only a few definitions acknowledgedexceptionality in relation to other factors, such as experience, culture, and environment.Potential and performance. Approximately 23 schools provided definitions which appear to beperformance-based only. These definitions made reference to students who “display” their abilitiesand “excel consistently.” However, approximately 63 definitions acknowledged both potential and/orperformance. For example, one school’s definition states:This may be potential rather than actual.As another definition acknowledged, gifted and talented students:… have the potential to go beyond the known.Inclusive of all groups in society. Only eight definitions recognised the presence of giftedness acrossdifferent ethnic, socioeconomic, cultural, and gender groups, and amongst those with disabilities. Anexample of an inclusive statement of this nature, taken from one definition, is:They may be found in both sexes, all cultures, from all socio-economic groups and from thedisabled population.Another definition states:These students are recognised and represented in all economic, ethnic, cultural and racialbackgrounds.A differentiated education. Approximately 21 definitions indicated the need for gifted and talentedstudents to be provided with a differentiated education. As one definition states:The uniqueness of the gifted renders them particularly vulnerable and requiresmodifications to parenting, teaching, and counselling in order for them to developoptimally.174