![]() ![]() Has strong artistic or musical abilities.Has advanced writing abilities for his or her age.Has reading comprehension skills advanced for his or her age.Understands and uses various symbol systems.Works conscientiously and has a high degree of concentration in areas of interest.Understands principles forms generalizations and uses them in new situations.Finds and solves difficult and unusual problems.Observes relationships and sees connections.Uses analogical thinking problem solving or reasoning.Understands abstract ideas and complex concepts.Has a broad base of knowledge a large quantity of information.Uses logic in arriving at common sense answers.Is able to identify the important characteristics of new concepts and problems.Has communication skills advanced for his or her age and is able to express ideas and feelings.Has advanced vocabulary for his or her age uses precocious language.Has an extensive and detailed memory particularly in a specific area of interest.The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: While no two gifted children are the same, research has shown that most gifted learners exhibit many common characteristics and behaviors. Because asynchrony often creates these developmental gaps, it is crucial to provide appropriate resources and opportunities that best identify, challenge, and assist each gifted child’s specific needs. Often, gifted learners experience frustration and a widening gap between their intellect and their social and emotional behavior. One such manifestation may occur with learners who encounter psychomotor setbacks with coordination or writing skills, despite their deep intellectual capacity. Similar to how a student can experience a gap in learning (for example, a student enrolled in calculus who is unable to solve basic geometry problems), children who develop asynchronously may experience “gaps” between their intellect and other parts of self. They derived the term “asynchronous development” as it relates to giftedness, and the term has been a popular and effective way to explain this unique developmental reality of gifted individuals. ![]() Christine Garrison (now Neville), Kathi Kearney, Martha Morelock, and Dr. The group was originally composed of IEA Senior Fellow Stephanie Tolan, Dr. The Columbus Group emerged from the need to describe the innate developmental differences experienced by highly and profoundly gifted individuals. ![]()
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