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This section was designed to provide parents with basic information about why gifted programs exist, who gifted children are, and what they need in their educational experiences.  Definitions, characteristics, behaviors, needs, and concerns of gifted students are included.  Understanding the unique nature of gifted children may help parents understand the complexities that teachers face in making curricular decisions for these students.

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What does it mean to be gifted?
The State of Illinois defines gifted students as those children whose mental development is accelerated beyond the average or who have demonstrated a specific aptitude or talent and can profit from specially planned educational services to the extent they need them.  The term includes, “children with exceptional ability in academic subjects, high level thought processes, divergent thinking, creativity and the arts.” McLean County Unit 5 includes students who demonstrate outstanding talent or show the potential for performing at remarkably high levels of accomplishment when compared with others their age, experience, or environment.

The Illinois School code definition of gifted and talented children follows: 

Illinois School Code Definition.

/14A-2. Gifted and talented children

 § 14A-2.  Gifted and Talented children.  “Gifted children” and “Talented children” for the purpose of this Article 14A means children whose mental development is accelerated beyond the average or who have demonstrated a specific aptitude or talent and can profit from specially planned educational services to the extent they need them.  The term includes children with exceptional ability in academic subjects, high level thought processes, divergent thinking, creativity and the arts.  In recognition of the need to have appropriate services and programs available to gifted children, the State Board of Education shall support a statewide program of early identification of gifted children.  Eligibility for participation in programs established pursuant to this Article shall be determined solely through identification of a child as gifted or talented; no program shall condition participation upon race, religion, sex, disability or any factor other than the student’s identification as gifted or talented.

Laws 1961, p. 31, § 14A-2, added by Laws 1963, p. 2392, § 1, eff. Aug. 5, 1963.  Amended by Laws 1965, p. 2376, § 1, eff. Aug. 2, 1965; P.A. 83-252, § 1, eff. Sept. 9, 1983; P.A. 84-782, § 1, eff. Sept. 21, 1985; P.A. 84-1416, § 1, eff. Sept. 19, 1986; P.A. 85-1389, § 1, eff. Sept. 2, 1988; P.A. 89-397, § 5, eff. Aug. 20, 1995.

Formerly Ill Rev. Stat. 1991, ch. 122,  14A-2.

Why is there a need for gifted education?
Gifted students experience a sense of isolation. One of the biggest advantages of gifted programming is peer identification. Two significant needs children experience between the age of six and twelve are the need for inclusion and independence. Gifted children, specifically, will often compromise their talents to “fit in” with the group  consequence of the isolation children feel is disruptive behavior: Gifted students may act out conflict and frustration in the form of manipulation or passive aggressive behavior.

Placing gifted children with others who have similar abilities and talents may help students experience a sense of well being. It can also be an extremely humbling experience. For many it is a good experience to be nose-to-nose with others as smart or smarter than they are. 

What are the characteristics of a gifted child?
While all children learn, they learn at varying rates. Gifted students tend to learn more quickly and are able to use the information learned after one or two exposures. There are many lists of characteristics of highly gifted students. This one is adapted from the Illinois Association for Gifted Children.

• Learns quickly.  Likes to read.

• Is curious about many things and asks thought provoking and/or sophisticated questions.

• Shows confidence about own ideas, goals and convictions.

• Demonstrates a great imagination and strives for perfection.

• Has a good sense of humor especially puns.  Enjoys challenges.

• Shows more depth of feelings of others.  Appreciates aesthetics.

• Is willing to take risks.  Likes to work independently.

• Shows individuality and isn’t quite as concerned with conformity.

• Has a wide range of interests and remembers details well.

• Is concerned about issues of fairness and morality and makes judgments about them.

• Questions everything and comes up with several ideas and possible solutions.

• Possesses good organizational skills, vocabulary, and an appreciation for structure.

It would be highly unlikely that a child would possess all of the characteristics listed above. 

My child is getting A's: shouldn't he/she be in the gifted program?

Grades are only one measure of a student’s learning. Taken alone they do not determine giftedness.  Educators use a variety of measures to determine if students need the services provided in gifted programs. The following list was created by Jane Szaby and published by Good Apple Press to help parents recognize some of the subtle differences between good students and gifted learners. These descriptions may overlap and are not mutually exclusive.  The high achiever may be more readily identifiable in the classroom setting and considered to be “gifted.”  The gifted learner may well be underachieving and not readily recognized.  

Characteristics of the High Achiever and The Gifted Learner.

Are there any specific behaviors associated with gifted children?
Although each child is unique and will possess a variety of characteristics, there are certain behaviors that are often associated with intellectually gifted children.

Adaptd from: The Indiana Guide for the Identification of Gifted/Talented Students, IDOE, 1989

As a parent, what should I be looking for in my child’s classroom?
There are certain needs that are associated with gifted children. The following was adapted from information by Susan Winebrenner, author of Teaching Gifted Kids in the Regular Classroom.

How can I tell if my child is being challenged at school?
Talk with your child’s teacher.  Teachers are constantly monitoring their students’ behaviors, classroom interactions, questions, and responses. Classroom teachers are excellent judges of age-appropriate behaviors and can give you the best indication of what they are seeing at school. However, matching learner needs to curriculum is an intricate process. If you have concerns, please schedule a time with your child’s teacher. You may be seeing things at home that are not evident in the classroom.  Sharing your insights will provide the teachers with valuable information.  Working together as a team will produce the best results.

What should I do if my child says he/she is bored in school?
Children often say they are bored when they do not perform well or are unable to focus on tasks. Sometimes children say they are bored when they do not want to do the task given to them. The reasons for poor performance or difficulty in attending can vary greatly. Work with the classroom teacher to find the underlying problem. Talk with your child. There may be a number of factors contributing to the situation. Your child’s teacher may be able to help you with ideas for improving your child’s performance. You may be able to provide your child’s teacher with information that will assist in planning challenging activities for your child.  Once again a team approach is the best way to ensure positive results.