The Identification of Gifted and Talented Students

Does my child need to be IQ tested in order to be identified as gifted?

How can I have the school recognise that my child is gifted?
Parents play an important role in identification; often they are the first to realise their child is gifted. Even at a very early age parents are aware that their child is progressing at a different rate to other children of a similar age. Early contact with their state gifted and talented association to access information and resources, as well as discuss their child’s development and behaviour is important. This contact can assist their understanding of their gifted child and his/her special needs.

Keeping a portfolio of the child’s

  • drawings
  • books read
  • types of activities the child likes to engage in as he/she grows
  • age when beginning to recognise colours
  • achieving some numeracy understanding
  • language development

This portfolio will assist the school in providing an appropriate educational program for the child once enrolled at school.
At school the identification of gifted and talented children should involve the parents as well as school personnel. The identification process should include more than one identification tool. A child may be gifted in one domain or several. The domain of intellectual giftedness is related to academic achievement.

Schools can make use of

  • checklists and or nomination forms such as:
  • parent nomination
  • teacher nomination
  • peer nomination
  • self nomination
  • observation and evaluation of classroom tasks, for example:
    • products
    • performances
    • academic grades
  • results of competitions the child may take part in
  • interviews with the child and parents
  • IQ tests
  • other standardised tests
  • observations

Whatever procedures are used to identify gifted children within a school they should:

  • be schoolwide
  • use more than one criteria
  • ensure that children from disadvantaged and minority groups are included such as:
    • underachievers
    • gifted learning disabled
    • children from culturally diverse backgrounds
    • socio-economically disadvantaged children
  • allow for children to be identified at any stage
  • provide opportunity for children to be identified as a result of appropriate curriculum taught within the school
  • recognise all domains of giftedness

If as a parent you have any concerns about the processes used to identify gifted children within the educational domain the first step is to discuss these concerns with the concerned organization.