Asynchronous development in gifted learners might make them more vulnerable to social and emotional adjustment issues which could lead to distress and other negative consequences. Over-sensitivity, perfectionism, underdeveloped social skills and unrealistic expectations from adults could negatively affect their self-concept, learning and even interactions with others. Hence, affective education is an essential

component of gifted education.

Gifted learners often excel in the intellectual domain but some show signs of over-excitabilities. Therefore, both teachers and parents have to carefully observe their distinctive traits which may be manifested in their behaviour. This would not only help parents and teachers to develop the gifted learners’ strength but also to seek early intervention when they notice that issues arising from maladjustment could possibly lead to more serious problems. This approach should be effective for the socioemotional development and well-being of the gifted.

It varies between education jurisdictions and from school to school depending on philosophy, definitions of giftedness adopted and the type of giftedness sought.

Quite often the intellectually gifted child is identified as including a person who has an IQ of 130 or higher and when multiple criteria indicate gifted ability. But gifted ability cannot be based on IQ score alone.  A person with an IQ lower than 130 may be gifted when other educational criteria in the child's profile strongly indicate gifted ability. The process used to screen and/or identify children has several steps.

For more details, please visit www.hkage.org.hk – The Hong Kong Academy for Gifted Education.

Programme Title: Parent Conference

Target: All parents interested for gifted learners

Date: 15 May 2010

Hotline: 3967 3947