EDU 300 - CHAPTER 15 Learners with Special
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 1 of 18
EDU 300 - CHAPTER 15 Learners with
Special Gifts and Talents
Which one of the following statements reflects a common misconception about
giftedness?
A) Children who are gifted usually like school.
B) Motivation and creativity are as much of an indicator of giftedness as IQ.
C) Some people are gifted in one area only.
D) Individuals who are gifted intellectually tend to be socially inept.
Individuals who are gifted intellectually tend to be socially inept
Today, there is an emphasis on
A) developing talents of all students, with less attention to those who might be
gifted.
B) helping gifted students distinguish themselves further by fulfilling their
potential.
C) eliminating giftedness as a category for special education services.
D) downplaying giftedness so children will not be stigmatized or rejected
because of their differences.
developing talents of all students, with less attention to those who might be
gifted.
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
,EDU 300 - CHAPTER 15 Learners with Special
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 2 of 18
Some believe that an ugly secret of contemporary American education policy is
A) unhelpful social pressure by school personnel.
B) the neglect of our most talented students.
C) the No Child Left Behind Act's inclusion of gifted students.
D) the moral obligation to help disadvantaged students.
the neglect of our most talented students.
School systems have widely differing practices regarding the education of students
with special gifts and talents because
A) states get different amounts of money based on the number of students they
identify.
B) cultural belief about the existence of giftedness is regional.
C) the term "gifted" has no clear cut definition.
D) systems within a state have more or fewer students from economically
advantaged families.
the term "gifted" has no clear cut definition.
Typical points of disagreement regarding the definition of giftedness include all of the
following EXCEPT
A) the domains in which gifted children excel.
B) how giftedness is measured.
C) the degree to which a child excels that is necessary to be considered gifted.
D) the age at which giftedness can be identified.
the age at which giftedness can be identified.
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
, EDU 300 - CHAPTER 15 Learners with Special
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 3 of 18
Definitions of giftedness are shaped to a large extent by
A) psychological research.
B) socioemotional factors.
C) cultural beliefs.
D) federal laws.
cultural beliefs
Claudia has an exceptional ability to separate relevant from irrelevant information and
to relate new and old information in a novel and productive way. Claudia
demonstrates which characteristic?
A) giftedness
B) insight
C) genius
D) creativity
insight
Having a spectacular aptitude or capacity in any area or extremely rare intellectual
powers refers to
A) talent.
B) genius.
C) insight.
D) creativity.
genius
Special ability, aptitude, or accomplishment ordinarily refers to
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 1 of 18
EDU 300 - CHAPTER 15 Learners with
Special Gifts and Talents
Which one of the following statements reflects a common misconception about
giftedness?
A) Children who are gifted usually like school.
B) Motivation and creativity are as much of an indicator of giftedness as IQ.
C) Some people are gifted in one area only.
D) Individuals who are gifted intellectually tend to be socially inept.
Individuals who are gifted intellectually tend to be socially inept
Today, there is an emphasis on
A) developing talents of all students, with less attention to those who might be
gifted.
B) helping gifted students distinguish themselves further by fulfilling their
potential.
C) eliminating giftedness as a category for special education services.
D) downplaying giftedness so children will not be stigmatized or rejected
because of their differences.
developing talents of all students, with less attention to those who might be
gifted.
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
,EDU 300 - CHAPTER 15 Learners with Special
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 2 of 18
Some believe that an ugly secret of contemporary American education policy is
A) unhelpful social pressure by school personnel.
B) the neglect of our most talented students.
C) the No Child Left Behind Act's inclusion of gifted students.
D) the moral obligation to help disadvantaged students.
the neglect of our most talented students.
School systems have widely differing practices regarding the education of students
with special gifts and talents because
A) states get different amounts of money based on the number of students they
identify.
B) cultural belief about the existence of giftedness is regional.
C) the term "gifted" has no clear cut definition.
D) systems within a state have more or fewer students from economically
advantaged families.
the term "gifted" has no clear cut definition.
Typical points of disagreement regarding the definition of giftedness include all of the
following EXCEPT
A) the domains in which gifted children excel.
B) how giftedness is measured.
C) the degree to which a child excels that is necessary to be considered gifted.
D) the age at which giftedness can be identified.
the age at which giftedness can be identified.
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
, EDU 300 - CHAPTER 15 Learners with Special
EDU Gifts
300and
- CHAPTER
Talents 15 Learners with Special Gifts and Talents Page 3 of 18
Definitions of giftedness are shaped to a large extent by
A) psychological research.
B) socioemotional factors.
C) cultural beliefs.
D) federal laws.
cultural beliefs
Claudia has an exceptional ability to separate relevant from irrelevant information and
to relate new and old information in a novel and productive way. Claudia
demonstrates which characteristic?
A) giftedness
B) insight
C) genius
D) creativity
insight
Having a spectacular aptitude or capacity in any area or extremely rare intellectual
powers refers to
A) talent.
B) genius.
C) insight.
D) creativity.
genius
Special ability, aptitude, or accomplishment ordinarily refers to
2/4/2026 EDU 300 - CHAPTER 15 Learners with SpecialEDU
Gifts300
and- Talents.pdf
CHAPTER 15 Learners with Special Gifts and Talents
