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

• The acknowledgement that gifted and talented students demonstrate exceptionality in relationto their peers of the same age, culture, or circumstances;• The acceptance of a multicategorical approach which includes an array of special abilities;• The recognition of multicultural values, beliefs, attitudes, and customs;• The need for differentiated educational opportunities for gifted and talented students,including social and emotional support;• The acceptance that giftedness is evidenced in all societal groups, regardless of culture,ethnicity, socioeconomic status, gender, or disability (learning, physical, or behavioural); and• The recognition that a student may be gifted in one or more areas.Multicategorical concepts of giftedness and talent appear to be favoured by New Zealand educators –they are broad, inclusive, and liberal, sitting well with egalitarian philosophies and beliefs. However,as Moltzen et al. (2001) point out, definitions which recognise such a broad array of exceptionalabilities create a…tension between recognising and nurturing exceptional ability across a number ofdomains, but running the risk of ‘watering down’ the concept of giftedness to such an extentthat the special needs of the highly or exceptionally gifted are lost in a milieu of disparateprovisions to meet disparate abilities (p. 11).New Zealand educators should ‘contextualise’ their definitions of giftedness and talent based upontheir individual school’s culture and shared understandings. Otherwise, individual schools and thecountry as a whole could run into the sort of jeopardy described in the United States by Robinson(1999): “If we lack consensus about the very children we are trying to support, we ride off in manydirections. And that, in fact, is what – for many reasons – we do” (p. 121).Behaviours Associated with GiftednessAs the Ministry of Education (2000) states, it is often the behaviours of individuals that ‘illustrate’giftedness and talent. New Zealand Professor Clem Hill summed this up in the title of a 1977presentation, “Gifted is, as gifted does.” Understanding the characteristics associated with giftednessand talent is critically important in assisting educators in the identification of gifted and talentedstudents (Moltzen et al., 2001), for they paint the picture of special abilities. Common clusters ofcharacteristics are often associated with giftedness, and these are outlined by the Ministry ofEducation (2000, based upon McAlpine & Reid, 1996), in relation to their learning, creative thinking,motivation, social leadership, and self-determination. Some of these include the ability to quicklygrasp concepts and see relationships between them; being skilled in both problem-solving andproblem-finding; possessing an advanced sense of humour; recalling a wide range of knowledge;producing unusual insights and ideas; being highly motivated and self-directed; questioning decisions,ideas, and ‘givens’; preferring to work independently; and relating well to older children and adults(Ministry of Education, 2000).These behaviours give some insight into gifted and talented students, but, it is essential to rememberthat gifted and talented students are first and foremost individuals. As the Ministry of Education(2000) states, “It is important to recognise that the gifted and talented are not a homogeneous groupand that every student possesses a unique blend of traits” (p. 17). This blend of traits may also differdependent upon the type of special ability. For example, a student with leadership abilities andqualities will demonstrate some different behaviours than students gifted and talented in the arts,mathematics, spirituality, sport, and so on. Moltzen (1996a) outlines typical characteristics associatedwith different areas of ability and the diversity of associated behaviours is clearly demonstrated. TheMinistry of Education (2000) states, “As definitions of giftedness have broadened, so too havecategories of characteristics” (p. 17). Therefore, the Ministry recommends schools not only developtheir own definitions of giftedness, but also a set of common behaviours which reflect that definition.12