This definition has been adopted in part or completely by the majority of the states, including Texas, whose definition states:
- In this sub-chapter, “gifted and talented students” means a child or youth who performs at or shows the
potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who:
1. exhibits high performance capability in an intellectual, creative, or artistic area;
2. possesses an unusual capacity for leadership; or
3. excels in a specific academic field. (74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29.121)
- The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).
Models - This concept of capability or potential is addressed in Gagnè’s (1995, 1999) Differentiated Model of Giftedness and Talent (see Figure 1.1). Gagnè has proposed that “gifts,” which are natural abilities, must be developed to become “talents,” which emerge through the systematic learning, training, and practicing “of skills characteristic of a particular field of human activity or performance” (p. 230).
- The development of gifts into talents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Intrapersonal catalysts are physical (e.g., health, physical appearance) and psychological (e.g., motivation, personality, and volition), all of which are influenced by genetic background. Environmental catalysts are surroundings (e.g., geographic, demographic, sociological); people (e.g., parents, teachers, siblings, peers); undertakings (e.g., programs for gifted and talented students); and events (e.g., death of a parent, major illness, winning a prize).
- Gagnè has recognized that any program that a school develops for gifted and talented students should recognize the domain or field in which it is exhibited and the level of the student’s giftedness or talent (e.g., performing in the top 10%, 5%, 2%, 1%, or less than 1%).
Figure 1.1. Gagnè’s Differentiated Model of Giftedness and Talent (DMGT)
View Detail - Similarly, Tannenbaum (1983) viewed giftedness as an interaction of five different factors (see Figure 1.2): general ability (e.g., “g” or general intelligence); special ability (e.g., aptitude in a specific area); nonintellective facilitators (e.g., metalearning, dedication to a chosen field, strong self-concept, willingness to sacrifice, mental health); environmental influences (e.g., parents, classroom, peers, culture, social class); and chance (e.g., accidental, general exploratory, sagacity, and personalized action).
