Does your child have a higher-than-average learning ability and curiosity? Do you think your child might be gifted (or have high intellectual potential)? Here are a few things to consider.
The word giftedness is commonly used to refer to exceptional skills or talents, especially in sports or the arts. Given the wide variety of documented profiles, there is no single profile of a gifted child or any universal identification criteria that experts agree on. However, from a psychological and neuropsychological point of view, a child with intellectual giftedness is generally a child who demonstrates the following:
What About Intelligence Quotient (IQ)?
The concept of giftedness has evolved to include creative and developmental abilities. That’s why it’s no longer based solely on IQ (intelligence quotient), although IQ is still the most common criterion for identifying intellectual giftedness.
While a child’s potential is mainly innate, it can also be affected by education and environment.
A child is called twice-exceptional when giftedness occurs in conjunction with a disability, chronic mental health problem, or another disorder, for example:
Getting twice-exceptionality (giftedness and an associated disorder) identified by a specialist is crucial in children, since they are at risk of having behavioural, emotional, or academic challenges.
It is estimated that about 2% to 7%[1] of gifted students are twice-exceptional. However, that’s still an approximate estimate, since giftedness can mask certain difficulties, and in turn, a disorder can prevent high intellectual potential from being recognized.
For example, a child may have a learning disorder, but their high intellectual potential allows them to hide their difficulties more effectively than the average kid. Or, a child’s giftedness could be masked by a disorder, or the giftedness and the disorder could mask each other. It’s essential to get an experienced specialist to assess your child and identify their needs.
Although giftedness is considered to be a good thing and a protective factor, it does not guarantee that a child will thrive socially or emotionally. Two subgroups of gifted children may face difficulties. First, children who are twice-exceptional. Second, the very rare children who have VHIP (very high intellectual potential), due to the significant gap with children their own age.
It can be difficult for parents to identify whether their child is gifted, since the signs of giftedness vary. One gifted child may love school and get good grades, while another gifted child may be uninterested, disruptive, or “invisible,” and have erratic academic performance.
In some situations, getting a professional identification of giftedness by a psychologist or neuropsychologist can be helpful. Getting a professional assessment can help a child develop their potential, get to know themself better, and understand the source of any potential difficulties, especially if the child is twice-exceptional.
It is important to note that giftedness should not be viewed as a diagnosis. Since giftedness is not a neurodevelopmental disorder, psychologists and neuropsychologists cannot make a diagnosis of giftedness. Rather, it’s a procedure to identify a giftedness profile.
If there is reasonable doubt about the presence of giftedness, the recommended approach is to observe the child’s behaviours and signs of giftedness to meet their needs, rather than attempting to label the child as gifted.
For a gifted child to fulfill their potential, they must be guided, stimulated, and encouraged to explore their interests. Here are some ways parents can help their child develop their talents:
To keep your gifted child stimulated and help them do well in school, consider the following options:
Also, the Centre de services scolaire Marguerite-Bourgeoys has adopted a policy regarding gifted and talented students (both links in French).
Don’t hesitate to talk with your child’s school staff to get guidance as you consider your options.