‘Stretching the intelligence’
A GIFTED child requires higher levels of complexity, depth, knowledge and acceleration learning practices, said National Association for Gifted and Talented Children Malaysia (NAGCM) adviser Dr Inderbir Sandhu.

“Their advanced problem-solving abilities helps them process and understand information more quickly and deeply, which is why repetition or mainstream teaching and learning may not be effective for them,” she said.

The intellectual potential of a gifted child is like a rubber band that can be stretched to varying degrees, depending on their nature and nurture, or the challenges they encounter, she explained.

“The rubber band underscores the diversity in cognitive abilities of these individuals. “A gifted child’s intelligence is like a large rubber band. The more we challenge the child, the more we stretch their intelligence,” she said, adding that the need to actively engage and challenge gifted children to expand their intellectual boundaries is extremely important.

Without proper stimulation, the vast potential within a gifted child may remain untapped, akin to leaving a large rubber band unstrained.

“Picture the large unstretched rubber band as a gifted child who is not stimulated. Countless gifted children who may not receive the necessary intellectual stimulation exist in every classroom.

“They are a pool of untapped potential, waiting for the right challenges to stretch their cognitive abilities,” she said.

While stretching the rubber band of intelligence is essential, it is also crucial to recognise that there are limits to this process, she warned.

“Stretching the rubber band reduces its rigidity, but there is a limit to how much you can stretch it,” she said.

“The size and quality of the band, representing nature, play a significant role in determining the ultimate potential of a child’s intellect.

“By actively stretching the rubber bands of intelligence through appropriate challenges, we can ensure that the intellectual landscape is cultivated to its fullest, allowing gifted children to flourish and contribute meaningfully to society,” she explained.

Dr Janitha Nadarajah from the Sunway University School of American Education said a differentiated method of instruction is needed to cater to the need of gifted or talented students.

The Liberal Arts and Sciences Department head said a modified teaching and assessment technique is important to help gifted students stay interested and engaged in class, for instance, relating class discussions and sharing sessions to the topics of their interest.

“Gifted students are children who take an interest in matters and topics that are not commonly pondered by people like you and me,” she said.

Janitha noted that different assessment styles are important to enable gifted students to adapt better and prevent them from experiencing heightened emotions.

“Be aware of their needs within a classroom. Engage with students, especially the gifted ones, and see if they are having problems adjusting,” she said.

Referring to the Wechsler’s intelligence quotient (IQ) score bell curve, Inderbir said gifted children, who normally have an IQ of 130 and above, are usually left with no proper education assistance in mainstream schools.“In a regular classroom, they will feel bored, underchallenged, and understimulated. That’s when behavioural issues start to develop. They may end up as underachievers and become disruptive in class,” Inderbir said, adding that gifted children can be misdiagnosed as having a learning disability or psychological issue, leading them to drop out or be homeschooled due to frustration faced by their teachers and parents.

“Those who can afford it will move overseas where there is special training for gifted education providers,” she said.

According to Universiti Kebangsaan Malaysia Pusat PERMATA@Pintar Negara former director Assoc Prof Dr Rorlinda Yusof, there are thousands of gifted and talented students who are scattered across mainstream schools nationwide.

The crux of the issue, she said, lies in the absence of a concentrated location for these students, hindering the implementation of a comprehensive zoning programme.

“Gifted children require specialised education beyond the standard curriculum.

“To address this, the Education Ministry must ensure the presence of expert teachers capable of identifying and understanding the characteristics of gifted students in mainstream schools,” she said.

Inderbir said a teaching module for gifted children must be made compulsory across all levels of the education system.

Fostering gifted education, she said, must start from preschool.

“Regrettably, preschool teachers often fail to identify giftedness in children. Consequently, the child would end up falling through the cracks of our education system,” she added.

The ministry, said Yayasan Pahang group education adviser Prof Datuk Dr Noriah Mohd Ishak, has developed a teacher training programme in gifted education through the Institutes of Teacher Education (IPGs).

As of November last year, some 120 teachers had undergone such training and would go on to guide their peers at the district level.“We are moving towards a programme where gifted education will become an integral part of schools within the district level.

“The programme has been progressing smoothly with some 35 lecturers from IPGs serving as the primary trainers for teachers,” said Prof Noriah, who was Pusat PERMATA@Pintar Negara director from 2009 to 2019. — By JAAYNE JEEVITA
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A GIFTED child requires higher levels of complexity, depth, knowledge and acceleration learning practices, said National Association for Gifted and Talented Children Malaysia (NAGCM) adviser Dr Inderbir Sandhu.