Gifted and Sub-Categories

Twice Exceptional (gifted and learning challenges)
Twice Exceptional can also be Gifted with a combination of Dyslexia, Dysgraphia, Dyscalculia or just one.

High scores in the WISC V verbal and spatial abilities
Above average vocabulary
Enthusiasm for subjects of interest
Often show outstanding skills in mathematical reasoning
Divergent thinkers involving unusual, original, imaginative and creative thought processes
Excellent visual memory
Sophisticated sense of humour

Not always able to do simple tasks but can complete more sophisticated activities
Spelling difficulties
Poor handwriting, reversals of letter and poor formation of letters can be common
Can have reading inconsistencies with good comprehension but poor reading skills and the converse
Difficulty with computation but demonstrate higher levels of mathematical reasoning
Transposes numerals in mathematics
Timed tests are not easy
Does not respond well or consistently to auditory instructions/information
Poor organisational skills, failure to complete or hand in assignments
Difficulty with rote memorisation, sequential learning
Poor ball handling skills
Difficulty copying from the blackboard
Generalises minor academic failure to feelings of overall inadequacy
Affective behaviours might be low self-esteem and reluctance to take risks
Can be disruptive, frustrated and off task
Acts out without thinking about the consequences
Can have poor social skills
WISC Scores can show a scattered pattern (coding, digit span, arithmetic)
Can question authority
Can learn new concepts rapidly, are energetic and creative
Enjoy adult discussions, are complexed and can be overwhelmed by abilities

Gifted creative children can often display many of the following characteristics:

High sensitivity
Excessive amounts of energy
Can become bored and might have short attention span
Respond well to emotionally stable and secure adults around
Will resist authority if not democratically orientated
Has preferred ways of learning, particularly in reading and mathematics
Frustration can be evident if limited resources and fewer support people to assist
Learns from an exploratory level and resists rote memory and just being a listener
Has difficulties sitting still if not interested in topic
Compassionate and has many fears such as death and loss of loved ones
When failure is experienced, they often give up and develop permanent learning blocks

Poor test performance
Achieving at or below year level expectations in reading, language, arts and mathematics
Daily work frequently incomplete or poorly done
Superior comprehension and retention of concepts when interested
Significant gap between level of oral and written work
Exceptionally large repertoire of factual knowledge
Creative imagination
Persistent dissatisfaction with work accomplished, even in art
Can avoid new activities for fear of imperfection and self-criticism
Retains pursuit of self-selected projects at home
Shows wide range of interest and special expertise in an area of investigation and research
Has low self-esteem, withdraws and can be aggressive
Has difficulties functioning comfortably within group work
Shows sensitivity and perceptions related to self, others and life in general
Tends to set unrealistic self-expectations, goals too high or too low
Dislikes practice work or drill for memorization and mastery
Shows low concentration and attention
Can have a negative attitude towards school
Can resist teacher efforts to motivate or discipline behaviour in class
Has difficulty in peer relationships and maintaining friendships