Gifted children differ in the way they learn and approach learning tasks in comparison to their non-gifted peers. As a consequence, when talking about gifted children, they are often discussed and treated as one homogeneous group. However, these children also differ from each other in their feelings, behaviour, and needs. Betts and Neihart (1988, 2010) developed a framework in which they distinguished six different profiles of the gifted and talented. They did so after several years of observations and interviews with American children. The first aim of this thesis is to investigate whether the same profiles can be found in Dutch educational practice. The second aim relates to what these profiles mean in terms of instructional support. Type I gifted children might profit from different support when working on tasks than gifted children of another type. The second aim is to investigate the relation between the different profiles and the type of instructional support these children need.
You will interview professionals who work with gifted and talented children on a regular basis (e.g., teachers of schools or classes for gifted and talented children; experts who support gifted children in their practice).
- Betts, G.T. & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32, 248-253.
- Betts, G.T. & Neihart, M. (2010). Revised profiles of the gifted and talented.
- Doolaard, S., & Harms, T. (2013). Omgaan met excellente leerlingen in de dagelijkse onderwijspraktijk: GION/Rijksuniversiteit Groningen.
- Mönks, F.J. & Mason, E.J. (2000). Developmental psychology and giftedness: Theories and research. In K.A. Heller, F.J. Mönks, R.J. Sternberg, & R.F. Subotnik (Eds.), International Handbook of Giftedness and Talent (pp. 141-156). Amsterdam, The Netherlands: Elsevier.
- Tomlinson, C. A. (1996). Good teaching for one and all: Does gifted education have an instructional identity? Journal for the Education of the Gifted, 20, 155-174.
Giftedness; profiles; instructional support.