Should I refer for GT?
This page can help to review some characteristics of gifted students. Most gifted students do not demonstrate all these qualities, but the list can be helpful to see if your student may be in need of gifted services to meet their instructional needs.
For transfer students, visit the New to SBISD web page.
For information about the referral process, visit the Gifted & Talented web page.
| "Should I Refer My Child for Gifted Services?" Information Meeting |
Characteristics |
Related Challenges |
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Keen power of observation; naive receptivity; sense of the significant; willingness to examine the unusual |
Possible gullibility; social rejection; value system and its defense |
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Power of abstraction; conceptualization; synthesis; interest in inductive learning and problem solving; pleasure in intellectual activity |
Occasional resistance to direction; rejection or omission of detail |
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Interest in cause-effect relations, ability to see relationships; interest in applying concepts; love of truth |
Difficulty in accepting the illogical |
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Liking for structure and order; liking for consistency, as in value systems, number systems, clocks, calendars |
Invention of own systems, sometimes conflicting |
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Retentiveness; retains knowledge easily |
Dislike for routine and drill; need for early mastery of foundation skills |
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Verbal proficiency, large vocabulary; facility in expression; interest in reading; breadth of information in advanced areas |
Need of specialized reading vocabulary; early parental resistance to reading; escape into verbalism |
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Questioning attitude; intellectual curiosity; inquisitive mind; intrinsic motivation |
Lack of early home or school stimulation |
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Power of critical thinking; skepticism; evaluative testing; self-criticism and self- checking |
Critical attitude toward others; discouragement from self-criticism |
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Creativeness and inventiveness; liking for new ways of doing things; interest in creating; brainstorming; free-wheeling |
Rejection of the known; need to invent |
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Power of concentration; intense attention that excludes all else; long attention span in certain areas |
Resistance to interruption |
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Persistent; goal-directed behavior |
Stubbornness |
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Sensitivity; intuitiveness; empathy for others; need for emotional support and a sympathetic attitude; ego-involvement; need for courage |
Need for success and recognition; sensitivity to criticism; vulnerability |
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High Energy; alertness; eagerness; periods of intense voluntary effort preceding invention |
Frustration with inactivity and absence of progress |
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Independence in work and study; preference for individualized work; self- reliance; need for freedom of movement and action; need to live with loneliness |
Parent and peer group pressures and nonconformity; problems of rejection and rebellion |
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Versatility and virtuosity; diversity of interests and abilities; many hobbies; proficiency in art forms such as music and drawing |
Lack of homogeneity in group work; need for flexibility and individualization; need for help in exploring and developing interests; need to build basic competency in major interests |