It is not a matter of right or wrong, better or less than, but rather a difference in learning and a difference in social emotional sensitivity and intensity. No parent wishes to attach a label to his or her child, and terminology evolves over time to adapt to the expectations of the “norm” in a society. Yet, finding a tribe or community is essential for gifted and twice-exceptional individuals to begin to normalize and depathologize their identity and life experiences.

Individuals and programs define giftedness differently, and its definition has changed over time. Although interpretations of the word “gifted” seem limitless, there are a handful of foundational definitions that may be categorized from conservative (related to demonstrated high IQ) to liberal (a broadened conception that includes multiple criteria that might not be measured through an IQ test). The definition is followed by suggestions for appropriate programming to meet the needs of gifted learners. The definition helps to answer the question, “What students are best served by our program?”

An important follow-up question may be, “Why is this program needed?”

If we look at public school as a system, gifted students are placed into GATE Programs (Gifted and Talented Education). GATE is considered a “discretionary program.” Therefore, districts differ in their process of student selection (See: GATE Program Frequently Asked Questions, California Board of Education). Commonly, these students are selected per teacher recommendation, as they tend to be the high performing students in a given classroom. Your typical well-behaved student with strong study habits, a “bright student”.

Yet, we have all read about, or met, an individual who did not succeed in traditional school and still they have a unique knowledge and passion for their trade or field or an emotional insightfulness and ability to lead others, that goes beyond the data any of us could gather from studying with diligence. Perhaps, we know or are ourselves individuals that were able to navigate academia successfully, but felt socially out of place or lonely even when surrounded by friends. Is it then fair to say that all children are gifted? Would it be more accurate to say that we all have gifts, but some children differ as learners in intellect, high verbal skills, and power of concentration, response behaviors, and performance ability? (See: Characteristics of Gifted and Talented Students, Chapter Five Educative Extension)

Advancing from an understanding that gifted students learn differently and are different in the way they navigate and experience the world around them, it should come as no surprise to the reader that gifted children need to be accommodated in their learning environments differently.