Traditional Characteristics

Characteristics of Culturally / Linguistically Diverse Gifted Students

Characteristics of Low Socio-Economic Gifted Students

Characteristics of Gifted Students with Disabilities

Basic Skills

Ability to learn basic skills quickly and easily and retain information with less repetition

May require more repetition or hands-on experiences at an introductory level

Lack of opportunities or access to school-readiness materials may delay acquisition of basic skills

Often struggle to learn basic skills due to cognitive processing difficulties; need to learn compensatory strategies

Verbal Skills

High verbal ability

May have high verbal ability in native language; may rapidly acquire English language skills if they possess academic skills in their native language

Lack of opportunities may delay development of verbal skills

High verbal ability, but extreme difficulty in written language; may use language in inappropriate ways and at inappropriate times

Reading Ability

Early reading ability

May demonstrate strong storytelling ability and ability to read environmental print in home language

Lack of access to reading materials may delay acquisition of reading skills

Frequently have reading problems due to cognitive processing deficits

Observation Skills

Keen powers of observation

Displays high level of visual memory or auditory memory skills

Strong observational skills, often used to “survive on the streets”

Strong observation skills, but deficits in memory skills

Problem Solving

Strong critical thinking, problem-solving, and decision-making skills

Strong critical thinking in primary language, creative problem-solver, interest in solving “real-world” problems

Excel in brainstorming and solving “real-world” problems; strong critical thinking ability; rapid decision-making skills

Excel in solving “real-world” problems; outstanding critical thinking and decision-making skills

Persistence

Long attention span; persistent, intense concentration

Long attention span; persistent, intense concentration

Persistent in areas of interest, usually unrelated to school

Frequently have attention deficit problems but may concentrate for long periods in areas of interest

Curiosity

Questioning attitude

Some culturally diverse children are raised not to question authority

Questioning attitude which may at times be demonstrated in a confronting or challenging way

Strong questioning attitude, may appear disrespectful when questioning facts, information, etc presented by teacher

Creativity

Creative in generation of thoughts, ideas, actions; innovative

Often displays richness of imagery in ideas, art, music, primary language; can improvise with commonplace objects

Strong creative abilities

Unusual imagination; frequently generate original or “bizarre” ideas

Risk Taking

Takes risks

Degree of risk taking may depend on the familiarity of the situation based on different cultural experiences

Takes risks often without consideration of consequences

Often unwilling to take risks with regards to academics; take risks in non-school areas without consideration of consequences

Humor

Unusual, often highly developed sense of humor

Humor may be displayed through unique use of language and responses

May use humor to become class clown, to deal with stressful situations, and to avoid trouble

Humor may be used to divert attention from school failure; may use humor to make fun of peers or to avoid trouble

Maturity

May mature at different rates than age peers

Accept responsibilities in the home normally reserved for older children

Often mature earlier than age peers since they accept responsibilities in the home normally reserved for older children or adults; inexperience may make them appear socially immature

Sometimes appear immature since they may use anger, crying, withdrawal, etc. to express feelings and to deal with difficulties

Independence

Strong sense of independence

May be culturally socialized to work in groups rather than independently

Circumstances often force the student to become independent & self-sufficient

Require frequent teacher support & feedback in deficit areas; highly independent in other areas; appear to be stubborn & inflexible

Emotionality

Sensitive

May be sensitive, particularly to racial or cultural issues

May be critical of self and other including teachers; can understand and express concern about the feelings of others even while engaging in antisocial behavior

Sensitive regarding disability area(s); highly critical of self & others, including teachers; can express concern about the feelings of others even while engaging in antisocial behaviors

Social Skills

May not be accepted by other children, may feel isolated

May be perceived as loners due to language barrier; entertains self easily using imagination in games

Economic circumstance as well as giftedness may isolate student from more financially secure peers

Perceived as loners since don’t fit typical model of gifted or learning disabled student; difficulty being accepted by peers due to poor social skills

Leadership

Exhibit leadership qualities

May be leaders in community but not school, demonstrate “street-smarts” behavior

May be leaders among the more non-traditional students; demonstrate strong “street-smarts;” often excel in problem solving around social issues

Often leaders among non-traditional students; demonstrate strong “street-smarts;” disability may interfere with exercising leadership skills

Varied Interests

Wide range of interests

Interests may include culturally related activities

Wide range of interests, often unrelated to topics in schools

Wide range of interests, but may be limited due to learning deficits

Focused Interests

Very focused interests: passionate about a certain topic to the exclusion of others

Very focused interests: passionate about a certain topic to the exclusion of others

Very focused interests: passionate about a certain topic to the exclusion of others—usually not related to school subjects

Very focused interests: passionate about a certain topic to the exclusion of others—usually not related to school subjects