Expanding the Conception of Giftedness to Talent Development

Chingchih Kuo*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
期刊Gifted Education International
DOIs
出版狀態接受/付印 - 2021

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

指紋

深入研究「Expanding the Conception of Giftedness to Talent Development」主題。共同形成了獨特的指紋。

引用此