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How common is a giftedness
Levels of giftedness
According to IQ measurements, the following labels are generally accepted:

* Bright - 115 and above
* Gifted - 130 and above
* Highly gifted - 145 and above
* Exceptionally gifted -160 and above
* Profoundly gifted - 175 and above

Because of measurement error and ceiling effect, the exceptionally and profoundly gifted labels are often used interchangably.
The gifted are independent thinkers.
provided evidence to show that those of average ability have a greater need for external structure
than the intellectually gifted.

One important difference, then, between average persons and their gifted counterparts is in the need of externally imposed structure.
Gifted persons are more likely to make sense out of their intellectual experiences than the average person.
Characteristics of Gifted
The following characteristics are common but not universal:
* Shows superior abilities to reason, generalize or problem solve.
* Shows persistent intellectual curiosity.
* Has a wide range of interests; develops one or more interests to considerable depth.
* Produces superior written work or has a large vocabulary.
* Reads avidly.
* Learns quickly and retains what is learned.

Grasps mathematical or scientific concepts readily
* Shows creative ability or imaginative expression in the arts.
* Sustains concentration for lengthy periods on topics or activities of interest.
* Sets high standards for self.
* Shows initiative, originality, or flexibility in thinking; considers problems from a number of viewpoints.
* Observes keenly and is responsive to new ideas.
* Shows social poise or an ability to communicate with adults in a mature way.
* Enjoys intellectual challenge; shows an alert and subtle sense of humor.

These characteristics can lead to conflicts
in the regular classroom, as the gifted child may:

* Get bored with routine tasks.
* Resist changing away from interesting topics or activities.
* Be overly critical of self and others, impatient with failure, perfectionistic.
* Disagree vocally with others, argue with teachers.
* Make jokes or puns at times adults consider inappropriate.
* Be so emotionally sensitive and empathetic that adults consider it over-reaction, may get angry, or cry when things go wrong or seem unfair.
* Ignore details, turn in messy work.
* Reject authority, be non-conforming, stubborn.
* Dominate or withdraw in cooperative learning situations.
* Be highly sensitive to environmental stimuli such as lights or noises.

These reactions of gifted students to the regular education environment are normal only within the context of an understanding of the gifted.

Without that understanding, they may be used to
label the student as ADD/ADHD or SED. See overexcitabilities.
Most Prevalent
99.4% learn rapidly
99.4% have extensive vocabulary
99.3% have excellent memory
99.3% reason well
97.9% are curious
96.1% are mature for their age at times
95.9% have an excellent sense of humor
93.8% have a keen sense of observation
93.5% have compassion for others
93.4% have a vivid imagination
93.4% have a long attention span
92.9% have ability with numbers
90.3% are concerned with justice and fairness
89.4% have facility with puzzles and legos
88.4% have a high energy level
88.3% are perfectionistic
85.9% are perseverant in their areas of interest
84.1% question authority
80.3% are avid readers
90% were described by their parents as "sensitive."
83% like to concentrate on one activity at a time.
79% report high energy or activity levels.
44% are sensitive to clothing tags and other tactile sensations.
Parents of the gifted child
Parents can also vacillate between being proud of and being scared of the achievements of the highly gifted child

Parental pride in achievement can quickly turn to a fear of social stigma which can cause parents to give their gifted child inconsistent feedback.
Hence, highly gifted children are never quite sure if it is good or bad to be very bright.
Thus, their concept of the value of being very gifted develops slowly and ambivalently.

Peers, especially children, are often confused by the highly gifted person because it is difficult
to identify with their superior cognitive abilities.

They may downplay the degree of superiority of the highly gifted by invalidating feedback.
If this feedback is internalized, a self-conception maybe constructed based on underrating the self.

If school personnel not advise parents to discuss the extraordinary high gifted ability.
This resulted in a low level of academic seIf-esteem and the ridiculous self-conception of being stupid!
are often used to describe certain characteristicsof the gifted. “

It is often recognized that gifted and talented people are energetic, enthusiastic,
intensely absorbed in their pursuits, endowed with vivid imagination, sensuality, moral sensitivity
and emotional vulnerability. . . .
Extreme overexcitabilities or a strong imbalance between them may reduce the individual's ability
to function in society.

The highly gifted are rare in the population. Using IQ scores as a gross index to assess this rarity,
those with IQ's of 150 and above occur about 5-7 times out of 10,000 persons.
The literature about them is also rare. Nevertheless, the attempt to understand the highly gifted is valuable
because it can help us to help them achieve their potential.

It has been reported that the higher the level of giftedness,
the greater the chance of psychological and social adjustment difficulties.

traits which distinguished the gifted from the
control group of normal or average children most clearly were:
* General intelligence
*Desire to know
* Originality
* Common sense
Gifted and Talented
Generally have exceptional achievement or potential in one or more of the following domains:
      1. a high level of measured intelligence;
      2. specific academic aptitude in a subject area;
      3. creative thinking;
      4. superior talent in visual and performing arts;
      5. natural leadership of peers; and
      6. psychomotor ability - outstanding performance or ingenuity in athletics, mechanical skills or other areas requiring gross or fine motor coordination;
It has become widely accepted at both local and international scales to adopt a broad definition of giftedness using multiple criteria to formulate gifted education policy : linguistic, logical/mathematical, visual/spatial, musical, bodily kinesthetic, intrapersonal, interpersonal, and naturalist intelligences.