Nine-year-old Stephen reads orchestral scores as he hums the music aloud
in perfect tune. Reading musical scores is one of Stephen's favorite activities, vying only with reading college-level computer
programming manuals. At an age when most children are concentrating on fourth-grade arithmetic, Stephen has already earned
a prize in music theory that is coveted by adults (Winner, 1998).
Brian was prescribed Ritalin when he was young to assist in controlling
his hyperactive behavior. He also received resource room support in grades 3 and 4. Currently, his 6th grade teacher reports
that distractibility and basic reading skills still pose problems for Brian, yet his WISC-R scores include a Verbal IQ of
118 and a Performance of 128 (Crawford & Snart, 1994).
Brad does not have the motor control to paint, draw or do geometric
constructions, yet he did well in both art and geometry. He cannot speak, yet he attained A's in both speech and French (Willard-Holt,
Question: Which of these children are gifted? Answer:
All of them. These children are examples of individuals who are asynchronous or uneven in some aspect of their development.
The purpose of this site is to bring to light some of the unique and phenomenal talents of those who are nothing short of
extraordinary and unfortunately, many times overlooked in regards to their talents.
This site also provides information on mental and emotional issues unique
to gifted individuals and provides an overview of gifted characteristics in general. If you can't find what you are
looking for on this site, please feel free to make a request for further information. I will do my best to provide you
with what you are looking for.
I hope you find the information here both interesting and enlightening.
When will we also teach them who they are?
We should say to them--you are a marvel
In this whole world there is no one like you
and there never will be again.