Q. Who are the exceptionally able?

A. Exceptionally able students demonstrate exceptional academic ability. These students have high cognitive abilities and, consequently, they relate to the world in unique ways.

Q. What are some characteristics of an exceptionally able student?

• Learns at a much faster pace.
• Has the ability to process material to a much greater depth.
• Demonstrates keen powers of observation.
• Has learned to read at an unusually early age.
• Shows an interest in reading widely and rapidly.
• Displays incredible intensity in energy, imagination and intellectual prowess.
• Has the ability to apply themselves to a given task for prolonged periods of time.
• Has a well developed vocabulary (perhaps more sophisticated than that of peers).
• Displays very good powers of reasoning and problem solving.
• Has an extremely good memory and can transfer information according to various circumstances.
• Can be very sensitive and emotionally intense.
• Enjoys playing and experimenting with numbers.

Q. What can be done to meet the needs of exceptionally able students?

A. Challenging Material: Most high ability students need to engage in work which is both challenging and stimulating. Generally, these students do not need a high level of repetitive work. Once they have grasped a new topic, they are usually anxious to move on. Therefore, it is important to find appropriate material to suit their individual needs. This could include material that they would normally not encounter, such as languages, legal studies, archaeology, psychology, creative writing, science, advanced mathematical work, pharmacology and philosophy.

Acceleration: Frequently, exceptionally able students relate better to students who are a number of years older than themselves. Their language and interests are often sophisticated and more in keeping with those of older students or even adults. If a student feels more comfortable with an older group, then it may be appropriate to move them into an older class for some or even all subjects.

Telescoping: Telescoping involves reducing the amount of time a student takes to cover the curriculum. As high ability students may not need as much time to learn and remember material, it may be best to have the student complete, for example, 4th and 5th class mathematics in one year. This allows them to move on to more demanding and challenging work.

Individualisation: This involves keeping a student with their usual age group, but providing different material for them. A highly gifted student may be given totally different work to do, or they may be required to work on the same material as their peers but may be required to go into greater depth with the given project.

Independent Study: Independent study is an opportunity for students to pursue areas of personal interest or to individually investigate course topics. Components of an independent study programme could include (1) identifying and developing a focus; (2) developing skills in creative and critical thinking; (3) using problem-solving and decision-making strategies; (4) learning research skills; (5) developing project management strategies; (6) evaluating the process and product; (7) sharing the product with an audience beyond the classroom; and (8) keeping a portfolio of results.

Related Links

CTYI (Centre for Talented Youth in Ireland)

Special Education Support Service

Irish Association for Gifted Students 

Gifted Kids

National Association for Gifted Students (UK)