Identification of Gifted Children

Children are usually considered “gifted” because they have high “intelligence” or IQ scores on linguistic tests, tests of logic or math as measured by the Stanford Binet, Wechsler, or other tests claiming to measure those qualities (also see Assessments).

Some people view this as too narrow a way of looking at intelligence. Instead, they believe intelligence should refer to a set of abilities, talents or mental skills rather than only two (i.e., logic/math and linguistics). They define intelligence as "cognitive competence" and include at least five other capacities, such as musical, spatial, bodily-kinesthetic, and inter and intra-personal intelligences.

Learning Differences or Disabilities

Children who are gifted in one area, ability or skill may not be gifted or may have learning "differences" or "disabilities" in others and in varying degrees. Some children may even be on the verge of a significant difference in learning ability--often referred to as "at risk" of learning differences or disabilities.

The term "learning difference" is not precisely defined. It includes learning disability, but is broader. A learning disability or specific learning disability is defined in Federal Law in the Individual Disabilities Education Act (often referred to as IDEA).

It is an impairment, believed to be physical, in one's ability to process certain information and prevents its effective use for speaking, writing, listening, reading, and/or math (e.g., dyslexia). Also, it must exist in a certain degree before it fails into that category. It is a difference between intelligence or ability and achievement or performance.

Even though there is not full agreement in how giftedness is measure, there are some characteristics that experts regard as generally applicable to the class of children called gifted.

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