Expanding the Conception of Giftedness to Talent Development

Autor/in	Kuo, Chingchih
Titel	Expanding the Conception of Giftedness to Talent Development
Quelle	In: Gifted Education International, 38 (2022) 3, S.438-444 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuo, Chingchih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294211062298
Schlagwörter	Gifted; Talent Development; Identification; Resource Allocation; Gifted Education; Educational Opportunities; Standardized Tests; Intelligence Tests; Achievement Gap; Comparative Analysis; Labeling (of Persons); Educational Change; Educational Practices; Gifted Disabled; Educational Legislation; Foreign Countries; Preschool Education; Elementary Secondary Education; Taiwan + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Begabtenförderung; Talentförderung; Identifikation; Identifizierung; Ressourcenallokation; Bildungsangebot; Bildungschance; Standadised tests; Standardisierter Test; Intelligence test; Intelligenztest; Labeling-Ansatz; Bildungsreform; Bildungspraxis; Bildungsrecht; Schulgesetz; Ausland; Pre-school education; Vorschulerziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01