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1. CROWDSOURCINGBRIAN HOUSAND, DINA BRULLES, MAUREEN NEIHART, & JONATHAN PLUCKER

2. THE PURPOSE
To investigate what gifted
education supporters think
that a whole gifted child is.

3. To create a new
definition or conception of
giftedness.
THE PURPOSE
NOT

4. What does it mean to be a
WHOLEGIFTED CHILD?
What is your primary role
in relation to
gifted and talented children?

5. 73
310
128
TEACHERS
PARENTS
PROFESSIONALS

6. 14%
61%
25%
TEACHERS
PARENTS
PROFESSIONALS

7. %age of Total %age by groups
Multipotentiality
Focus on academic behaviors 22.11%
Multidimensional Considerations
Focus is beyond academics 18.59%
Self-Awareness /
Unique Affective Capabilities 18.00%
Lack of Understanding
of the Term 12.92%
Affective Needs 12.13%
Identity 4.50%
Well Being 3.52%
Can Not Discern 2.74%
Opposed to Term 2.15%

8. TEACHERS PARENTS PROFESSIONALS
8.22%
26.77%
18.75%
MULTIPOTENTIALITY

9. TEACHERS PARENTS PROFESSIONALS
26.03%
13.87%
25.78%
BEYOND ACADEMICS

10. TEACHERS PARENTS PROFESSIONALS
12.33%
18.71%19.53%
SELF-AWARENESS
UNIQUE AFFECTIVE CHARACTERISTICS

11. TEACHERS PARENTS PROFESSIONALS
9.59%9.03%
21.09%
AFFECTIVE NEEDS

12. TEACHERS PARENTS PROFESSIONALS
8.22%
17.1%
5.47%
LACK OF UNDERSTANDING

13. I don’t
know.

14. TEACHERS PARENTS PROFESSIONALS
6.85%
2.26%1.56%
CAN NOT DISCERN
WHOLE GIFTED CHILD FROM WHOLE CHILD

15. TEACHERS PARENTS PROFESSIONALS
10.96%
0.97%0%
OPPOSED TO TERM

16. EXTERNALINTERNAL

17. MYTHS,
MISCONCEPTIONS,
MISINFORMATION, &
MISUNDERSTANDINGS

18. STARTING
POINT