There is greater variability among those who are any type of neurodiverse than between neurotypicals and neurodiverse individuals. Giftedness is a form of neurodiversity; the pathways leading to it are enormously variable, and so are children's resulting learning needs.
High Intelligence is Neuroatypical.
Gifted brains have distinct brain structures-- they have double the glial cells, burn glucose more rapidly, and have faster, more efficient connections (1). They think about things in elaborate creative ways, often looking lost in thought.
A slew of research over the last few decades has shown that gifted individuals – whether children or adults – differ from their neurotypical (read: “normal”) peers in a variety of physiological and psychological ways.
Gifted traits and ADHD can look similar, so it's important for parents to be aware that both misdiagnosis and dual diagnosis are possible in gifted children. Does My Gifted Child Have ADHD? Some gifted children suffer from ADHD, a neurodevelop- mental disorder that impairs a child's functioning.
Yet there are a good many geniuses who are considered neurodiverse. The Sanger Institute, a world leader in genome research, notes that “many scientists are neurodiverse“, including Einstein, Edison, Temple Grandin, and others.”
Giftedness is a form of neurodiversity; the pathways leading to it are enormously variable, and so are children's resulting learning needs.
I want to emphasize that giftedness is one form of neurodiversity, and it is not exclusive. Many people have giftedness as one part of their neurodiversity experience, and they may also have other kinds of diagnoses, for example ADHD.
A gifted child can lose interest because she is not challenged or motivated. Gifted children can be difficult to match with an appropriate class because, although they are cognitively ahead, they may be socially younger than their age peers, which can result in behavior problems.
IQ and other tests for giftedness are optimal around age 5.
Second, high ability can mask ADHD, and attention deficits and impulsivity tend to depress the test scores as well as the high academic performance that many schools rely on to identify giftedness.
An autistic person who's also gifted is considered “twice exceptional” (2e). Giftedness and autism are types of exceptionalities. When children are both intellectually gifted and have a neurobiological difference, motor skills issue, or learning disability, they're 2e kids.
Both giftedness and autism fall on a spectrum, so while there may be individuals who clearly fit into one box or another, some behaviors might be more ambiguous and require additional information, context, or professional opinions.
Although there are no standard IQ levels of intellectual giftedness, some experts suggest the following IQ ranges: Mildly gifted: 115 to 129. Moderately gifted: 130 to 144. ighly gifted: 145 to 159.
The creatively gifted child is often a divergent, lateral thinker in a convergent, sequentially ordered world.
Gifted persons are more likely to make sense out of their intellectual experiences than the average person. Another important difference is in the desire to know complex ideas. Average persons have less desire to know ideas for their own sake.
Gifted and talented children might behave in challenging ways because they question rules, feel frustrated or lack learning opportunities. You can tailor strategies to support children's behaviour, social and emotional needs.
Gifted children often struggle socially and emotionally. Social interactions are difficult and they don't always know how to behave or read cues from others.
Giftedness can create problems and conflicts; being a gifted child can also mean difficulty socializing with age peers, thinking styles that don't always mesh well with the demands from the environment, even children who see themselves as little adults, challenging teachers and parents.
Signs of Giftedness in Children Include:
an insatiable curiosity, as demonstrated by endless questions and inquiries. ability to comprehend material several grade levels above their age peers. surprising emotional depth and sensitivity at a young age. enthusiastic about unique interests and topics.
The problems gifted children sometimes face with socializing often stem from their asynchrony and educational setting. Asynchronous development, or uneven development, is often considered a core trait of giftedness. These students may be college age intellectually but still 12 in terms of their social skills.
The research shows that while children are born with the potential to be gifted, the environment and nurture plays an important role in developing those innate abilities. In fact, researchers estimate conservatively that environmental influences can add 20-40 points on measured intelligence.
Former-gifted-child syndrome then develops; the child is so emotionally and physically exhausted that they don't wish to (and often don't) attempt to advance themselves as they once did.
Gifted children often are asked “If you're so good at doing that, why can't you do this?” Gifted children with ADHD often show heightened intensity and sensitivity, but they are set up to fail in a system that only recognizes and expects intellectual proclivity without consideration of their emotional needs.
Gifted adults often struggle with similar concerns. Heightened sensitivities, introversion, off-beat interests, and a desire for in-depth conversation are not the makings of a party animal. Insecurity, low self-esteem and emotional scars also may be residue from outlier status or possible bullying during childhood.