| A | B |
|---|
| Asperger Syndrome | A condition characterized by severly impaired social skills and the occurrence of repetitive or restrictive behaviors that keep highly able children from learning some skills and developing socially. |
| Asynchronous Development | Also referred to as uneven integration, this is development in which intellectual growth is ahead of physical and social and/or emotional development. |
| Bloom's Taxonomy | Classification of thinking into six levels of increasing complexity; knowledge, comprehension, application, analysis, synthesis, and evaluation. |
| Cluster Grouping | Assigning students of the same grade level who have been identified as gifted to a small instructional group within a class of otherwise heterogeneously grouped students |
| Emotional Giftedness | A type of giftedness where students perceive thoughts and events intensely and think about them more deeply than age peers. |
| Multiple Intelligence | Different ways of learning and processing information, as identified by psychologist Howard Gardner. Each student has relative strengths and weaknesses within these domains- linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. |
| Perfectionism | Having exceedingly high (often impossible) expectations about how one can or should perform academically or in other areas. |
| Twice Exceptional | Quality of being both gifted and having a physical, and emotional, or a learning disability. |
| Underachievement/underperformance | School performance that falls far short of a student's ability. |
| Underrepresented Populations | Groups traditionally excluded from many gifted education programs including gifted girls, ethnic and cultural minorities, economically disadvantaged students, kids who misbehave, and those with learning difference. Also referred to as underserved populations. |
