Identifying Student Cognitive and Affective Needs

I t is appropriate that the first chapter of this guidebook focuses on the children weteach. Specifically, this opening chapter focuses on the unique cognitive and affective learning needs of gifted and talented students that have been documented in long lines of research over the past century (Hollingworth, 1926, 1942; Terman, 1930; Gertzel & Gertzel, 1962). All aspects of gifted education programming and services—which are the subject of the remaining chapters in this guidebook—must emanate from highly able students ’ recognizable educational needs that manifest themselves in their cognitive, psychosocial, and physiological development. Various characteristics may indicate latent or emergent talent in gifted learners. Early and enduring traits of advanced cognitive ability may be evident in above-average logical thinking, questioning, and problem solving (Cox, 1926; Walberg et al., 1981). Students may also be developmentally advanced in language, thought, and comprehension; learn swiftly; grasp and manipulate sophisticated and abstract concepts at an earlier age; reason accurately, swiftly, and logically; reason mathematically at an advanced, abstract level; and/or demonstrate beyond-grade-level cognitive functioning in music or art (Clark, 2001; Colangelo & Davis, 2003; Davis & Rimm, 2004; VanTassel-Baska, 1998). Other traits of gifted students may include motivation and persistence in learning, especially when pursuing their advanced interests (Davis & Rimm, 2004; Renzulli, 1978). Silverman (1980) calls these students “immersion learners ” who delve into advanced interests with intense curiosity and determination to discover the unknown. Similarly, self-confidence and independence in learning may lead these students to set high goals. Frequently these students attribute their academic success to ability and failure to something