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51. The National Association for Gifted Children believes that _______ percent of the
school-age population can be thought of as gifted.
A) 2
B) 6
C) 9
D) 12.5
52. _____ is known as the founder of gifted education.
A) Leta S. Hollingworth
B) J. P. Guilford
C) Lewis Terman
D) Alfred Binet
53. Which of the following is not an intelligence designated by Howard Gardner’s theory of
multiple intelligences?
A) Accelerated knowledge
B) Linguistic
C) Bodily-kinesthetic
D) Interpersonal
54. ________ is an instructional technique whereby the time spent on academic subjects is
reduced so as to allow for enrichment activities.
A) Higher-order thinking skills
B) Metacognition
C) Curriculum compacting
D) Differentiation
55. The combining or grouping of students according to needs and abilities matched to their
level of achievement is called
A) Tracking
B) Tiered instruction
C) Flexible grouping
D) Cluster grouping
56. Giftedness and talent will not be found in children from
A) Low socioeconomic families
B) Countries other than the United States
C) Some racial groups
D) None of the above.
True/False
57. Research suggests that many teachers have negative attitudes toward gifted and talented
students.
A) True
B) False
58. As early as the 1920s, “giftedness” was associated with a strength or talent in any area of
academics—the relationship between giftedness and high intelligence arose later in the
20th century.
A) True
B) False
59. Each state uses its own definition of giftedness in the schools.
A) True
B) False
60. All states recognize gifted and talented as a category of exceptionality.
A) True
B) False
61. Group measures offer an efficient and effective way to measure intellectual ability in
individuals who are gifted and talented.
A) True
B) False
62. Acceleration of the curriculum for students who are gifted and talented often contributes to
social and emotional difficulties.
A) True
B) False
63. In young children who are gifted and talented, it is common to see uneven development of
skills.
A) True
B) False
64. Children who are gifted and talented and learning disabled are often overlooked because
they perform at an average level.
A) True
B) False
65. The United States is the foremost country in the world for educating gifted and talented
students.
A) True
B) False
66. Gifted and talented students are less likely to make a year's progress than nongifted
students.
A) True
B) False
67. Even with the potential for higher test scores, not all school administrators and staff prefer
to have gifted and talented classes.
A) True
B) False
68. Individuals who perform at the very high end, for any category of giftedness and talent, are
often referred to as profoundly gifted and talented.
A) True
B) False
69. Differentiated education was a theme throughout the chapter. The reason for this theme is
gifted and talented students are the only students who will benefit from this type of
education strategy.
A) True
B) False
70. Originally brought about by the launching of the Russian space satellite Ripnak, the
movement to educate our nation's brightest students continues today so we can continue to
be a viable force in the global economy.
A) True
B) False
71. Gifted girls are unlikely to continue to have higher academic achievement as measured by
grade point average.
A) True
B) False
72. Curriculum compacting is a differentiation strategy that is often used in the general
education classroom.
A) True
B) False
73. The majority of children who are gifted and talented come from upper-class families.
A) True
B) False
74. The etiology of giftedness is both genetic and environmental.
A) True
B) False
75. Leta S. Hollingworth wrote Gifted Children: Their Nature and Nurture (1926).
A) True
B) False
76. Adolescence can be an especially difficult time for students who are gifted and talented.
A) True
B) False
77. Opportunities are not really opportunities until a person knows about them.
A) True
B) False
78. Equity is doing the same thing for all students on the same time schedule.
A) True
B) False
79. Children who are twice-exceptional are sometimes referred to as paradoxical learners.
A) True
B) False
80. One of the advantages of the resource room for delivery of instruction is so that students in
the general education classroom know which students qualify as gifted.
A) True
B) False
Short Answer
81. List the three traits of Renzulli's model of giftedness.
82. List two assessment methods that may be used when evaluating a student for giftedness.
83. In what way did entering the “space race” catapult gifted and talented education in the
United States?
84. Name two forms of differentiation that classroom teachers may use to educate gifted
children.
85. What are two things school personnel might do to encourage gifted and talented girls?
86. Name three possible reasons culturally diverse students are underrepresented in gifted and
talented programs.
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87. In what ways can technology contribute to the education of individuals who are gifted and
talented?
88. What is a benefit of allowing a gifted or talented student to engage in independent study?
89. What is one thing that parents can do to assist in their gifted and talented child's education?
90. Briefly describe the importance of preassessment in the education of gifted and talented
students.
Essay
91. Do you think that children who are gifted should be grouped in an academic setting by
ability? What may be some advantages to doing so? What may be some disadvantages?
92. Do you more closely adhere to a linear model of giftedness or a circular model? Provide
support for your opinion.
93. Why is a “one-size-fits-all” approach an inappropriate way to provide services to students
who are gifted and talented? Provide examples.
94. Discuss the relationship between natural characteristics and the environment in the
development of giftedness. What are some things that you, as a parent, may do to help your
child reach his or her full potential?
95. You are a teacher who often has children who are gifted and talented in your general
education classroom. Discuss the importance of collaboration in this inclusionary model.
What types of things might you do to ensure effective collaboration?
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Objective: 15.6: Identify the service delivery options available to students with gifts and talents.
96. The Marland Report specified six categories of giftedness. What were the categories?
97. School districts should establish policies that reflect best practices in screening and
assessment. What recommendations could be made to ensure that appropriate policies are
established?
98. What are the benefits of summer and Saturday programs for students who are gifted?
99. Briefly discuss the four key elements that must be present for successful programming of
students who are twice-exceptional.
100. The education of girls with gifts and talents cannot be neglected. Giftedness in females
must be nurtured. Reis (2006) offered several recommendations for developing the talent
pool of both girls and boys. Summarize that information.
