There is no universally agreed definition, as identification of this group of learners is linked to context. In every school, there is likely to be learners who require extended educational opportunities.
High ability/giftedness is currently defined in terms of the following traits:
— above-average intellectual ability, with regard to both general and specific skills. Although the traditional yardstick has been the presence of an intelligence quotient of over 130 (100 being the average), in recent years this criterion has been extended and loosened to include the assessment of other equally important indicators:
— high dedication and commitment to tasks: perseverance, interest, resilience, self-confidence, etc.
— high levels of creativity, flexibility and originality in asking questions, responding to and solving problems and difficulties that arise (European Economic and Social Committee, 2013).
(See also ‘Talented’)