What Is Giftedness?
National Association of Gifted Children
https://www.nagc.org/resources-publications/resources/what-giftedness
Children are gifted when their ability is significantly above the norm for their age.
Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science.
It is difficult to estimate the absolute number of gifted children in the U.S. and the world because the calculation is dependent on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 10 percent in relation to a national and/or local norm to be a good guide for identification and services.
It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.
Institute for Educational Advancement
http://educationaladvancement.org/what-is-gifted/
What is giftedness? Educators, researchers, developmental psychologists, and parents of gifted children alike have found it difficult to answer this seemingly basic question. Is it something innate or something learned? Are individuals gifted whether or not they achieve or find eminence?
There are many definitions of giftedness, none of which are universally agreed upon. IEA advocates for the definition penned in 1991 by the Columbus Group, made up of parents and professionals well-versed in the needs of the gifted learner:
“Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.”
The Columbus Group emerged from the need to describe the innate developmental differences experienced by highly and profoundly gifted individuals. The group was originally composed of IEA Senior Fellow Stephanie Tolan, Dr. Christine Garrison (now Neville), Kathi Kearney, Martha Morelock, and Dr. Linda Silverman. They derived the term “asynchronous development” as it relates to giftedness, and the term has been a popular and effective way to explain this unique developmental reality of gifted individuals. (Off the Charts)
Similar to how a student can experience a gap in learning (for example, a student enrolled in calculus who is unable to solve basic geometry problems), children who develop asynchronously may experience “gaps” between their intellect and other parts of self. One such manifestation may occur with learners who encounter psychomotor setbacks with coordination or writing skills, despite their deep intellectual capacity. Often, gifted learners experience frustration and a widening gap between their intellect and their social and emotional behavior. Because asynchrony often creates these developmental gaps, it is crucial to provide appropriate resources and opportunities that best identify, challenge, and assist each gifted child’s specific needs.
National Society for the Gifted and Talented
https://www.nsgt.org/giftedness-defined/
“Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.”
– US Department of Education, 1993
This definition of giftedness is the broadest and most comprehensive and is used by many school districts. It speaks of talent, which includes all areas of a child’s life: academic, artistic, athletic, and social. Most schools limit their definition and their programs to academics, but it is important to focus on performance and accomplishment. It is not enough to just have the talent; you must be using that talent to achieve at remarkably high levels. However, this definition does also recognize that while all very talented students have the potential to achieve at high levels, some may not have yet realized or demonstrated that potential. Such students may be underachievers, twice exceptional, or represent underserved groups who have not had a nurturing environment to bring out those talents. Finally, this definition is a comparative one; these students achieve or have the potential to achieve at levels way above their peers.