The Use of Intelligence Tests in the Identification of Gifted Children

2021 ◽  
pp. 85-101
Author(s):  
Bruce A. Bracken
Keyword(s):  
Intelligence Tests ◽  
Gifted Children ◽  
Identification Of Gifted

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

Comparison of the 1979 and the 1986 Norms on the Standard Progressive Matrices for Economically Disadvantaged Students: Implications for Identification of Gifted Children

1988 ◽  
Vol 67 (3) ◽  
pp. 749-750 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
United States ◽  
Economically Disadvantaged ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Economically Disadvantaged Students ◽  
Identification Of Gifted

The focus of this article is on a comparison of the 1979 (British) and 1986 (United States) norms for the Standard Progressive Matrices. To screen for potentially gifted children, 307 students in Grades 3 through 8 were tested, and the scores were analyzed using both sets of norms. The 1986 norms may identify more students above criterion. Results are discussed.

Gifted Children and their Identification: Learning Ability not Intelligence

1986 ◽  
Vol 4 (2) ◽  
pp. 81-84 ◽  
Author(s):  
Maurice J. Tyerman
Keyword(s):  
Learning Process ◽  
Intelligence Tests ◽  
Learning Ability ◽  
Gifted Children ◽  
Learning Capacity ◽  
Children’S Learning ◽  
Extensive Bibliography ◽  
Children's Learning

The limitations of conventional intelligence tests are explored together with an analysis of some tests which have been used across cultures. The writer defends the use of tests of learning ability and the approach of ‘test, teach, test’ is presented as one method of assessing children's learning capacity and learning process. An extensive bibliography invites further reading.

A Promising Approach for Identifying Gifted Aboriginal Students in Australia

1998 ◽  
Vol 13 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Kay L. Gibson
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Community Members ◽  
Minority Children ◽  
Aboriginal Community ◽  
University Of Georgia ◽  
Aboriginal Students ◽  
The University ◽  
Aboriginal Children ◽  
Identification Of Gifted

Recently research was conducted in Queensland, Australia which was designed to describe a more effective approach for the identification of gifted students. The purpose of the research was to contribute to the improvement of current procedures used in the identification of gifted minority children, particularly urban Aboriginal gifted children. The five year study of Dr. Mary M. Frasier at the University of Georgia served as a basic design model for the research. This paper reports the findings from the two data collection activities of the research project. Firstly interviews of urban Aboriginal community members, including parents of gifted Aboriginal children, were undertaken followed by a state wide survey of Aboriginal teachers in Queensland. The aim of both was to gain information concerning how giftedness was perceived and described by urban Aboriginal community members. This information was then utilised to establish the viability of Frasier's work in the identification of Australian gifted Aboriginal students and to suggest modification to Frasier's model which would heighten its cultural relevance to the Aboriginal society

Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective

2021 ◽  
Vol 44 (2) ◽  
pp. 83-92
Author(s):  
Dawn L. Mollenkopf ◽  
Jude Matyo-Cepero ◽  
Joan D. Lewis ◽  
Bailey A. Irwin ◽  
Jennifer Joy
Keyword(s):  
Early Identification ◽  
Gifted Children ◽  
Elementary Grades ◽  
Early Elementary ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Identification Process ◽  
Identification Of Gifted

Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.

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