ABSTRACT
Introduction THIS CHAPTER EXR.ORES what it means when we say a child is gifted or talented. It discusses a range of research to provide a guide for what behaviours gifted and talented children might display. The chapter also explores carefully the current DfES definition of giftedness and talentedness since it defines the tenns in a way that differs from other authors in the field, which can cause ccmfusion. The last part of the chapter discusses what constitutes barriers to learning for these children. In some ways it seems at odds with the very term 'gifted' or 'talented' that such children should experience any barriers to learning. Indeed, far too often they have been seen as the 'lucky' ones. It can seem unfair that while some children struggle for years to try to gain some proficiency in rea din& writing or basic mathematics, gifted children have no problem competently completing work that is well in advance of what children of their age are normally able to achieve; or where some children struggle to make any meaningful marks on paper, a talented child can draw objects that look extraordinarily true to life. However, for too long the attitude of giving tasks to gifted and talented children to complete and letting them' get on with it', simply because they can, has prevailed. Research has shown that where children do not have their giftedness or talentedness recognised and planned for, such neglect can lead to children failing to reach their potential, often becoming
bored and disaffected, and in the saddest cases becoming so disruptive that they are excluded, or so bored that they simply refuse to attend school.
