There are six profiles of gifted learners (profiles of gifted learners theory by Betts & Kercher, 1998/2010):
The “successful” gifted learner…
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does well in school
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rarely gets in trouble
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might be a perfectionist
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might be “eager for approval from teachers, parents and other adults”
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often perceived as not needing anything special
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if not appropriately challenged, might learn to put forth minimal effort
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might not learn the skills and attitudes needed for future creativity and autonomy
Recommendations for successful-type gifted learners include opportunities for challenge, risk-taking, mentorships, and independent learning, as well as time with intellectual peers.
The “creative” gifted learner…
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is creative, stands up for their convictions, and might question rules
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if not appropriately challenged and engaged, can exhibit inconsistent work habits, boredom, and impatience
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can have low self-esteem
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if their abilities are not understood and supported, “may be ‘at risk’ for dropping out of school, ‘drug addiction or delinquent behavior if appropriate interventions are not made'”
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might frustrate teachers and/or try to ‘press buttons’
Creative gifted learners need accepting adults, support for creativity and strengths, placement with appropriate teachers, in-depth studies, and opportunities to build self-esteem. In 2010, Betts and Neihart renamed the “challenging” profile to “creative,” reflecting these gifted learners’ potential.
The “underground” gifted learner…
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might start as “successful,” but later conceals or denies their abilities
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seeks social acceptance
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might drop out of the advanced programming (such as accelerated or AP courses)
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might resist challenges
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might struggle with insecurity
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might allow grades to decline
Recommendations for this type require balancing. Underground gifted learners “should not be permitted to abandon all projects or advanced classes,” but might benefit from permission to take a break from advanced courses. These gifted learners need to be “accepted as they are.” Adults can provide alternate ways to meet academic needs, the freedom to make choices, and help with college/career planning.
The “at risk” gifted learner…
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might feel angry, resentful, depressed, and/or explosive
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might have a poor self-concept, act out, and have poor attendance, yet they might have interests and strengths outside of school
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might feel “angry with adults and with themselves because the system has not met their needs for many years”
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might feel that school is irrelevant and/or hostile to them
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might have feelings of rejection
Recommendations include individual counseling, family counseling, out-of-classroom learning experiences, mentorships, and a “close working relationship with an adult they can trust.”
The Twice-Exceptional (“2e”) gifted learner…
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is gifted, but also has a learning disability, such as autism, ADHD, dyslexia, depression, etc.
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might feel powerless and frustrated
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might have inconsistent, average, or below-average school work
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often feel confused or upset about their struggles
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others might see only their disabilities, not their strengths
To avoid low self-esteem and achieve their potential, these gifted learners need emphasis on and challenge in their areas of strength. They also need advocacy from parents and teachers, risk-taking opportunities, and support for their disabilities. To meet gifted needs, they might further benefit from gifted-focused support groups, opportunities for exploration and investigation, and alternate learning experiences.
An ”autonomous” gifted learner…
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exhibits some “successful” characteristics, but instead of performing only the work required, they create their own learning opportunities
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is self-directed, independent, and generally confident
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is able to take appropriate academic risks
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might assume leadership roles
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might also suffer from isolation
Autonomous learner recommendations include opportunities related to the child’s passions, development of a long-term plan of study, and having friends of all ages.