Case profiles of gifted children: Identification of gifted children in Maths and Science in the Indian context (3-15 years). (NIAS Report No. R14-2013)

Previous commonly accepted IQ-based measures of giftedness have estimated the the top 3-5 per cent of the population to be gifted. For India, with a school-aged population of about 193 million (Mehta, 2007), this indicates a gifted child population of 6-10 million children, therefore creating a large-scale identification problem. The actual numbers, however, may be much larger, if we consider the current debates in the West regarding the limitations of IQ tests in identifying gifted children from minority and culturally-disadvantaged populations, and the need for alternative definitions and methods for identification

Teacher training module for identifying gifted children with the teacher nomination form for gifted children (ages 3-12): Developed as part of the project identification of gifted children age 3-15 years (with special focus on Maths and Science). (NIAS Report No. R16-2013)

This teacher training module was developed as part of the project "Identification of Gifted Children Age 3-15 Years (with special focus on Maths and Science)". The project was commissioned in 2010 by the office of the Principal Scientific Advisor (PSA) to the Government of India. The National Institute of Advanced Studies (NIAS), Bangalore, is anchoring the project. Our partners on the project are Delhi University and Agastya Foundation. The aims of the project are two-fold: 1. To develop tools for the identification of gifted children in India, and 2. To develop a framework for the nurturance education of gifted children in Indi

An introductory reading on giftedness in children: A report prepared as part of the NIAS Gifted Education Project (NIAS Report No. R15-2013)

Giftedness, or the existence of remarkable natural talents, is believed to occur once in every hundred individuals, and exceptional giftedness once in every ten thousand as per current definitions. The phenomenon of giftedness has caught the attention of psychologists, pedagogists, educationists and neuroscientists from the from the mid-19th to the 20th centuries. Giftedness research is the basis of various specially developed tests and programmes the world over. These tests and programmes are intended to identify gifted children and to encourage them to develop their talents and realize their potential, as well as to handle the social and emotional issues that may arise from their differentness. Giftedness has been defined in many ways, pointing to the complexities associated with its identification. Inevitably, special programmes for the gifted draw as much criticism as applause, triggering debates on elitism vs. equity in education. The present review of literature of giftedness research attempts to outline the phenomenon of giftedness in children in its various manifestations, the methods of evaluation and tests in current use, the need for gifted programmes and their efficacy, the developmental trajectory of giftedness, the social and emotional issues accompanying giftedness, and the impact of the socio-cultural, educational internation options for gifted children are also discussed