According to Sternberg's Triarchic Theory of Intelligence, there are three types of intelligence: componential intelligence (the capacity for analysis, abstract thought, and efficient information processing), experiential intelligence (the capacity for creatively combining unrelated information and the capacity for perceiving patterns in information that on the surface appears to be unrelated), and contextual intelligence.
Gifted and talented children learn best when the subject matter interests them, allows them to investigate it on their own, and challenges them. They are more driven by the process of learning than by grades or finished goods.
While ordinary and developmentally delayed kids often score similarly on a range of I.Q. tests, talented kids tend to score quite differently on each exam.
A district may use qualitative assessments only to identify gifted students in areas of creativity, the arts, and leadership, even though it is appropriate to use quantitative and qualitative approaches to identify 1st–12th-grade students in terms of general intellectual ability or particular academic subjects.
A government initiative designed to meet the needs of gifted and talented children is called the Jacob Javits Gifted and Talented Students Education Act (Javits). The Act's goal is to coordinate scientific research initiatives, projects, ground-breaking methods, and the like to improve schools' capacity to support the educational requirements of gifted and talented kids.
Understanding learning objectives, identifying students who can master them most rapidly, administering a pretest, streamlining the teaching duration for students who grasp the objectives, and suggesting acceleration chances are the phases in curriculum compacting.
Discriminating against pupils who have behavioral or learning difficulties is prohibited.
