Living With Live Wires

Some people believe that everyone is”gifted.”  They think that everyone is “special” in some way.  Everyone is special and should be valued as such.  There should not be any class of people that are valued or de-valued more than others in terms of human worth.  Using the term “gifted” is NOT a value judgement.  It is not a class distinction.  It is a term used to describe individuals who fall above the normal developmental and intelligence curves. 

Most gifted individuals show advanced intelligence, a high degree of creativity and/or heightened sensitivities.  

In terms of intelligence, if you look at the normal bell-shaped curve, you will see that,

… two-thirds of all people have an IQ score that falls in the average range, with IQ scores from 85 to 115.  About 3% (those with an IQ score of 130 or above) may be considered gifted, and a much smaller percentage are considered highly gifted (IQ scores near 145).  A still smaller percentage would be classified as profoundly gifted, typically those who score at the top one-tenth of 1% (150-160).  Webb, et.al. (2007) A Parent’s Guide to Gifted Children.

IQ scores only tell a small portion of the picture with gifted individuals.  

The behaviors of gifted children are very significant and indicative of the child’s high ability.  One cannot assume that children with similar IQ scores have similar personalities, interests, abilities, or temperaments.  Webb, et.al. (2007) A Parent’s Guide to Gifted Children.

There are many gifted children who have talents other than mathematical, scientific, or reading, which are easier to identify in the school setting.  Some children exibit high athletic, music or art abilities.  Some children have intuitive, emotional sensitivity or advanced spiritual development.

In addition to intellectual abilities and creative talents, heightened sensitivites and intensities are a key marker for gifted children.  

Gifted children take in information from the world around them; they react and respond more quickly and intensely than other children.  They are stimulated both by what’s going on around them and by what moves them from within.  Susan Daniels and Michael Piechowski. (2009) Living With Intensity.

What defines a child as gifted is not so much one single characteristic, but a constellation of several defining characteristics and traits, that when taken together, show a pattern that is outside the norm.  I will spend a great deal of time discussing the difference, sensitivites and intensities of gifted individuals. These unique characteristics are the source of the greatest potential and are often the source of greatest distress for gifted children and their parents.