Gifted children have special learning needs, which if not met, can lead to frustration, a loss of self-esteem, boredom, laziness and underachievement (Crocker, 2004 after Knight & Becker (2000)). Recognizing the gifted student then, is the first area where the education system disadvantages this group. Langrehr (2006) rejects the intelligence quotient method, proposing a series of tests that measure what he terms ‘multiple-answer thinking.’ He argues that the gifted child should be assessed on how well they can escape the dominant patterns stored in the brain – how well they display ‘creative-critical thinking. (2003) report that the gifted learner is typically within the top 2% of standardized IQ scores – in other words, possesses an IQ of approximately 130+. The gifted learner is traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test. Krause, Bochner and Duchesne (2003:212) report that gifted learners are labeled, along with ‘gifted’, ‘talented’ or ‘creative’, as ‘underachievers’, ‘educationally disadvantaged’ or ‘special needs.’ This is primarily because schools and teachers are unaware of how to appropriately cater to these learners (See Diezmann & Watters, 2001 Langrehr, 2006). Gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential (Farmer, 1993).
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