Heightened sensitivity of gifted students: an exploratory multiple case study
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AbstractWith a particular interest in the affective characteristics, especially the heightened sensitivity of gifted children, the researcher reviewed the literature in the area. She found a consensus among the theoretical, prescriptive and anecdotal literary works that heightened sensitivity is characteristic of gifted students; however, there was virtually no empirical research available. Therefore, the researcher endeavoured to explore the phenomenon by interviewing gifted children, their respective teacher and parents to access the lived experience. The themes that emerged from the interviews and relevant documents within the students' cumulative files concur with the notions of heightened sensitivity as found in the literature. Literature in the area of giftedness formed the basis of this study for heightened sensitivity, with reference to Mendaglio's (2003) model of HMS (Heightened Multifaceted Sensitivity) to make sense of the findings. A qualitative, exploratory multiple case study design was selected to determine whether the affective characteristics, especially heightened sensitivity, as found in the literature, can be documented in younger gifted children and to discern whether heightened sensitivity is a distinguishing attribute of gifted children.
Bibliography: p. 135-142