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Special Education

Notes nervous system characterized by the potential to perform tasks requiring a comparatively high degree
of intellectual obstruction of creative imagination of both, are called gifted child".
According to Lucito: "The gifted are those children whose potential, intellectual powers and abilities
are at such as high ideational level in both productive and evaluative thinking that it can be
reasonability assumed that they could by further problem sovers, innovators and evaluators of the
culture if adequate educational experiences are provided to them."

The psychologists have identified gifted children on the basis of I.Q. J.P. Guilford in
his theory of 'Structure of Intellect' has given 120 abilities.

19.2 Types of Gifted Children
In 1988, after some years of research work, George Betts and Maureen Neihart identified 6 personality
types of gifted and talented children.
The classification is based on behaviour, feeling, and special needs of the gifted children. They should
be observed, understood and addressed by the parents, in order for the child to develop smoothly
and reach his or her full potential.
(i) Successful Gifted Child Personality Type: These children are usually successful academically,
and identified as gifted at school. They are high achievers and perfectionists who seek for other
people's approval. The problem, however, is that with time they often get bored and devote
minimum effort to achieving. At home these gifted children need independence and freedom of
choice, as well as time for personal interests, and risk taking experiences.
(ii) Challenging Gifted Child Personality Type: This personality type includes very creative, but
often frustrated or bored, gifted children. They question the systems around them and are often
rebellious because their abilities are unrecognized. Impatient, direct, and competitive, such
children have low self-esteem. They need acceptance, understanding, and advocacy from, the
parents. Family activities and positive examples of behavior are what the family should provide
for such gifted children.
(iii) Underground Gifted Children Personality Type: Many of such children are never identified as
gifted since they are usually quiet and insecure. They often hide their talents, resist challenges,
and drop out of gifted school programs because of their shyness. These gifted children should
be supported at home, and be given freedom to choose and to spend time with their friends of
the same age. Ideally, parents should provide them with gifted role models of life-long learning.
(iv) Dropout Gifted Child Personality Type: These gifted children are angry and depressed because
the school system does not recognize their abilities, and does not address their special educational
needs. That is why they resist the system by refusing to complete school assignments or to
attend school. Being considered average or below average, they have poor self-esteem, are
defensive and self abusive. Professional counseling is recommended for such children.
(v) Double-labeled Gifted Child Personality Type: This type of gifted child is often unrecognized
because these children have a physical, emotional or learning disability. Adults fail to notice
giftedness due to being focused on the areas where the child is less able. Parents of such children
should provide them with recognition of their abilities, risk-taking opportunities, advocacy,
and family activities to challenge the child. Family counseling may also be a good option.
(vi) Autonomous Gifted Child Personality Type: These are self-confident and independent children
that are successful academically, motivated, goal-oriented, and responsible. At home, such gifted
children need family support, advocacy, family activities and opportunities related to their
interests. They should be allowed to have friends of all ages, and have no time or space
restrictions.

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