Children and adolescents who demonstrate an advanced ability or potential in a wide range of areas which may be inclusive of creativity, intelligence, academics, the arts, musicality, athleticism, or emotionally. An individual who is a gifted intellectual learner is one whose educational needs exceed the standard curricula for their age; resulting in a need for specialized educational program planning, services, or settings beyond differentiated general educational programming services. Giftedness is not a single straightforward phenomenon.
Giftedness And Twice Exceptional Assessments
Children and adolescents who demonstrate an advanced ability or potential in a wide range of areas which may be inclusive of creativity, intelligence, academics, the arts, musicality, athleticism, or emotionally. An individual who is a gifted intellectual learner is one whose educational needs exceed the standard curricula for their age; resulting in a need for specialized educational program planning, services, or settings beyond differentiated general educational programming services. Giftedness is not a single straightforward phenomenon.
Gifted children and adolescents may present as individuals with outstanding levels of aptitude or competence comparative to others of their age, experiences, and environments. Asynchronous development is often considered a critical attribute of those who are gifted and is reflective of a combination of advanced cognitive abilities and heightened intensity and awareness. Gifted individuals may demonstrate an ability to comprehend material above their grade level, a strong sense of curiosity, early language development, a mature sense of humour, a quick ability to absorb information without repetition, self-awareness, and awareness and passion for global issues. However, it is important to note that each child is a unique individual and may demonstrate a variety of presentations at different ages and stages.
Within Calgary some specialized school settings, or programs, require an intelligence test, administered by a Registered Psychologist, in order to provide information specific to a child’s cognitive functioning to determine application eligibility. In these instances, a cognitive assessment may be all that is required. In this case, after the initial intake interview, cognitive testing will be completed with your child. Results of the assessment are then provided in a brief report which includes recommendations for home, community, and school programming.
When looking for a more comprehensive understanding of a child’s unique strengths, challenges, abilities, and needs a more fulsome psychoeducational assessment is recommended. Such an assessment may also identify a twice- exceptional learning profile. Twice-exceptionality refers to learners who are intellectually advanced who also have a concurrent disorder in learning, development, mental health, or other neurodevelopmental areas. They may present as an individual with exceptionalities in critical thinking and problem-solving with greater than neurotypical sensitivity, a strong sense of curiosity, lower self-esteem, poor social-skills, and difficulties in specific academic areas. A comprehensive assessment will inform understanding of each child’s unique profile together with providing supportive strategies and recommended interventions within educational and home settings.
