Editing Intellectual giftedness (section)

===Overview===
The identification of giftedness first emerged after the development of IQ tests for school placement.<ref>{{cite book |title=IQ and Human Intelligence |last=Mackintosh |first=N. J. |author-link=Nicholas Mackintosh |date=2011 |edition=second |publisher=Oxford University Press |location=Oxford |isbn=978-0-19-958559-5 |url=http://ukcatalogue.oup.com/product/9780199585595.do |access-date=15 June 2014 |page=14 |quote=The Binet scales, as they were known, formed the basis of modern IQ tests, just as mental age formed the basis for IQ scores. ... Although Galton was the first to try to measure individual differences in intelligence, it was Binet who appeared to have succeeded. }}</ref><ref>{{cite book |last=Urbina |first=Susana |title=The Cambridge Handbook of Intelligence |editor1-last=Sternberg |editor1-first=Robert J. |editor1-link=Robert Sternberg |editor2-last=Kaufman |editor2-first=Scott Barry |date=2011 |chapter=Chapter 2: Tests of Intelligence |pages=20–38, 24–25 |publisher=Cambridge University Press |location=Cambridge |isbn=9780521739115 |quote=The closest Binet came to defining intelligence was in an article he co-authored with Simon (1904) in which they equate intelligence with judgment or common sense, adding that 'to judge well, to comprehend well, to reason well' (p. 197) are the essential activities' of intelligence. Unlike Galton, Binet believed that intelligence consists of a complex set of abilities—such as attention, memory, and reasoning—that are fluid and shaped by environmental and cultural influences.}}</ref><ref>{{cite book |title=Intelligence Testing: Methods and Results |last=Pintner |first=Rudolph |date=1923 |publisher=Henry Holt |location=New York |url=https://archive.org/details/intelligencetest00rudo |access-date=14 July 2013 |page=[https://archive.org/details/intelligencetest00rudo/page/196 196] |quote=We do not mean to leave the impression that before the general use of mental tests no attention had ever been paid to children of remarkable ability. We find many references in literature to especially bright children, and the biographies of many great men bear record of their superior performances in childhood. Nevertheless, such references are scattered and leave the impression of something peculiar and very uncommon. Superior intelligence has certainly not been recognized as a vital educational problem. It is becoming to be so regarded today, because of the scientific study of such children by means of intelligence tests. }}</ref> It has since become an important issue for schools, as the [[gifted education|instruction of gifted students]] often presents [[rationale for gifted programs|special challenges]]. During the twentieth century, gifted children were often classified via [[IQ]] tests; other identification procedures have been proposed but are only used in a minority of cases in most public schools in the English-speaking world.<ref>{{cite book |last1=Davis |first1=Gary A. |last2=Rimm |first2=Sylvia B. |last3=Siegle |first3=Del |title=Education of the Gifted and Talented |url=https://books.google.com/books?id=yCWUQQAACAAJ |date=April 2010 |publisher=Pearson Education, Limited |isbn=978-0-13-505607-3 |page=56 |quote=In her article "The Case Against Formal Identification," Davidson (1986) expressed strong frustration with formal testing, rating, and nomination procedures, including the use of point systems and cutoffs. Davidson noted that a student with a tested IQ of 110 may show greater giftedness in the sense of originality and thought-provoking ideas and answers than a student with a tested IQ of 140—who will be selected for the program. Even creativity tests do not measure every aspect of a child's creativeness, noted Davidson; and peer, parent, and teacher nominations can be biased in favor of popular, English-speaking, middle-class students.}}</ref><ref>{{cite book |chapter=Chapter 32: Heterogeneity among the Gifted |last1=Callahan |first1=Carolyn M. |last2=Hertberg-Davis |first2=Holly L. |editor1-last=Callahan |editor1-first=Carolyn M. |editor2-last=Hertberg-Davis |editor2-first=Holly L. |title=Fundamentals of Gifted Education: Considering Multiple Perspectives |date=21 August 2012 |publisher=Routledge |isbn=978-1-136-94643-1 |page=330 |quote=While there are differences among subgroups of students identified as gifted, there are also differences among students in the general population whose talents are never addressed because we fail even to recognize that talent. Considerable attention has been directed at the under-representation of these students in programs for the gifted. Among the groups most often recognized as deserving of special attention for identification, talent development, and subsequent adjustments in curriculum are African American, Latino/Latina, and twice-exceptional learners. }}</ref><ref>{{cite book |last1=McIntosh |first1=David E. |last2=Dixon |first2=Felicia A. |last3=Pierson |first3= Eric E. |title=Contemporary Intellectual Assessment: Theories, tests, and issues |edition=Third |editor1-last=Flanagan |editor1-first=Dawn P. |editor2-last=Harrison |editor2-first=Patti L. |chapter=Chapter 25: Use of Intelligence Tests in the Identification of Giftedness |location=New York |publisher=[[Guilford Press]] |isbn=978-1-60918-995-2 |date=2012 |id={{ERIC|ED530599}} |pages=623–42, 636 |quote=The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. In the past, the WISC-R (Wechsler, 1974) and the fourth edition of the Stanford-Binet (SB-IV; Thorndike, Hagen, & Sattler, 1986) were the most commonly used cognitive measures in the schools (Coleman & Cross, 2005). }}</ref>  Developing useful identification procedures for students who could benefit from a more challenging school curriculum is an ongoing problem in school administration.<ref>{{cite book |last=Kalbfleisch |first=M. Layne |editor1-last=Callahan |editor1-first=Carolyn M. |editor2-last=Hertberg-Davis |editor2-first=Holly L. |title=Fundamentals of Gifted Education: Considering Multiple Perspectives |date=21 August 2012 |publisher=Routledge |isbn=978-1-136-94643-1 |chapter=Chapter 35: Twice-Exceptional Students |page=360 |quote=Because defining twice exceptionality has defied psychometric and empirical characterization up to this point, and because it can include co-morbidity with a number of disorders (specific learning disability, dyslexia, attention deficit disorders, and autism, to name the few highlighted in this chapter), the gifted education field at large has only been able to respond to the consequences of it, when the goal should be proactive identification and support to enable the success that should come from educational experience and learning, not in spite of it. This is critical because the social and emotional aspects of twice exceptionality are fundamentally important to the twice-exceptional individual's ability to achieve a well-adjusted life (Assouline, Nicpon, & Huber, 2006; Foley Nicpon, Doobay, & Assouline, 2010; Gardynik & McDonald, 2005; King, 2005; New, 2003). }}</ref><ref>{{cite book |last1=McIntosh |first1=David E. |last2=Dixon |first2=Felicia A. |last3=Pierson |first3= Eric E. |title=Contemporary Intellectual Assessment: Theories, tests, and issues |edition=Third |editor1-last=Flanagan |editor1-first=Dawn P. |editor2-last=Harrison |editor2-first=Patti L. |chapter=Chapter 25: Use of Intelligence Tests in the Identification of Giftedness |location=New York |publisher=[[Guilford Press]] |isbn=978-1-60918-995-2 |date=2012 |id={{ERIC|ED530599}} |pages=623–42, 636 |quote=Although many would consider screening to be the crucial point in the identification process, predictive validity must be established between the screening procedure and the intellectual measure(s) used to ensure the accuracy and utility of the identification process.  }}</ref>

Because of the key role that gifted education programs in schools play in the identification of gifted individuals, both children and adults, it is worthwhile to examine how schools define the term "gifted".