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Myth: The gifted constitutes a single, homogeneous group!

Gifted education could be easily simplified if the myth, were in reality fact. Maybe that is why people want to believe it. People tend to view giftedness from their own frame of reference which is often the result of observations of a gifted person they know or remember. When we view giftedness this way, we often fall into the trap of trying to mold the gifted to fit our image rather than try to understand them as human beings with a variety of differences. Giftedness has often been defined by a score on an intelligence test or a percentile rank on an achievement test. This emphasis on a singular score has given support to the myth that all gifted students are alike. The research of the last twenty years has changed our view of giftedness to a multidimensional set of traits that exist in varying degrees in each individual. We have only to look at the work of researchers such as Thurstone, Guilford, and Meeker to discover that there are many components of human intelligence. The federal definition for giftedness supports the concept of variables by listing at least five broad areas in which giftedness may show itself. The gifted and talented are a group of individuals who share some common characteristics but, because of the multiple components of intelligence as well as the differ-