Ellison - A Case Study

Type 1 GT -- Successful (The Pre-AP That You Stereotypically See)

Ninety percent (90%) of identified gifted students in school programs may be Type 1s. These children have learned the system. They have listened closely to their parents and teachers.
Since they have figured out what "sells" at home and at school, they begin to display appropriate behavior. They learn well and score high on achievement tests. These are the children that many believe will make it on their own, but they often become bored with school AND LEARN TO USE THE SYSTEM TO GET BY WITH AS LITTLE EFFORT AS POSSIBLE.
Rather than pursue their own interests and goals in school, they tend to GO THROUGH THE MOTIONS of schooling, seeking structure and direction from instructors. They are well adjusted to society BUT ARE NOT WELL-PREPARED FOR THE EVER-CHANGING CHALLENGES OF LIFE.

- From Profiles of the Gifted and Talented, 2007
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Type II GT - Challenging

Type IIs are the divergently gifted. They possess a high degree of creativity and may appear to be obstinate, tactless or sarcastic. They often question authority and may challenge the teacher in front of the class. They do not conform to the system and they have not learned to use it to their advantage. They receive little recognition and few rewards or honors. Their interactions at school and home often involve conflict. These children feel frustrated because the school system has not affirmed their talents and abilities. They are struggling with their self-esteem. They may or may not feel included in the social group. They generally have a sense of humor and creativity that is very appealing to peers. They may be "at risk" as eventual dropouts for drug addiction or delinquent behavior if appropriate interventions are not made by middle school. ___________________________________________________________________

Type III GT - Underground

Generally, these are middle school females, although males may also want to hide their giftedness. If a gifted boy goes underground, it tends to happen later, in high school and typically in response to the pressure to participate in athletics. When their need to belong rises dramatically in middle school, gifted girls begin to deny their talent in order to feel more included with a non-gifted peer group. Students who are highly motivated and intensely interested in academic or creative pursuits may undergo an apparently sudden radical transformation, losing all interests in previous passions. They frequently feel insecure and anxious. Adults often respond to them in ways that only increase their resistance and denial.
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Type IV GT - Dropouts

Type V GT - Double Labeled, Double Exceptional

Type V refers to gifted children who are physically or emotionally disabled in some way, or who have learning disabilities. The vast majority of gifted programs do NOT identify these children, nor do they offer differentiated programming that addresses and integrates their special needs.
Type V students do not exhibit behaviors that schools look for the in the gifted. These children may deny that they are having difficulty by claiming that activities or assignments are "boring"
or "stupid." They may use their humor to demean others in order to bolster their own lagging self-esteem. They urgently want to avoid failures and are unhappy about not living up to their own expectations. Traditionally, these students are either ignored because school systems tend to focus on their weaknesses and fail to nurture their strengths or talents.

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Type VI GT - Autonomous, Work the System Well

The Type VI gifted child is the autonomous learner. Few gifted learners demonstrate this type at a very early age although parents may see evidence of this style at home. Like the Type 1s, these students have learned to work effectively in the school system. However, unlike Type 1s who strive to do as little as possible, Type VIs have learned to use the system to create new opportunities for themselves. They make the system work for them. They have strong, positive self-concepts because their needs are being met; they are successful, and they receive positive attention and support for their accomplishments as well as for who they are. They are well respected by adults and by peers and frequently serve in some leadership capacity within their school or community. They are independent and self-directed. An important aspect of the Type VI is their strong sense of personal power.
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