Expanding the Conception of Giftedness to Talent Development

Chingchih Kuo*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as “gifted.” Every child is unique and has strengths and weakness. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents. The most important aspect is no longer defining intelligence merely as g or IQ.

Original languageEnglish
Pages (from-to)438-444
Number of pages7
JournalGifted Education International
Issue number3
Publication statusPublished - 2022 Sept


  • Giftedness
  • identification
  • talent development
  • twice-exceptionality

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'Expanding the Conception of Giftedness to Talent Development'. Together they form a unique fingerprint.

Cite this