Conceptions of Giftedness

Abstract

Conceptual definitions of giftedness are included in most introductory books to gifted education with entire edited volumes focused solely on different conceptions of giftedness. A fundamental assertion underlying all conceptions of giftedness is that chronological age does not always equate to equivalent learning needs. Plus, some states, like North Carolina and Texas, mandate identification and services for gifted students, but leave it up to individual districts to determine how they do this, giving schools de facto ability to develop their own conceptions of giftedness. However, at the same time, we believe that traditional research ideas of reliability, validity, and internal consistency remain important components of assessing conceptions of giftedness. Finally from a researcher's standpoint, the diversity of conceptions and definitions may add to flexibility and a broad range of topics found in the literature on giftedness but also leads to limited generalizations across studies, particularly related to the effectiveness of programs and services.