What are the high intellectual abilities?
Children and adolescents with high abilities can show high potential or performance in one or more areas. They do not form a homogeneous group: their interests, their development and their needs can be very different.
Intellectual giftedness describes a broad profile of high intellectual ability. Talent refers to outstanding ability in a particular area. Early development means reaching some stages more quickly and should be understood in the context of the individual child's development.
Notes or a single score alone do not explain how you learn or what supports you need. It also matters how the school lives, what motivates you, and how you find yourself in your relationships.
Assessment and support in context
The assessment allows to relate cognitive resources to emotional, behavioural and everyday aspects. Information from the family and school helps to understand what happens in different environments.
In ADIR, the starting point is to listen to the consultation and assess what exploration makes sense. The results should serve to guide decisions and clearly explain both the strengths and the needs detected.
Accompaniment may require learning challenges, attention to emotional well-being and coordination with the educational environment. The organisation of evaluation and any coordination or documentation are concrete from the beginning with the family.
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Frequently asked questions
Does having high abilities mean standing out in everything?
No. People have different profiles, and high ability can coexist with difficulties in other areas. Assessment should consider the whole person.
Should we comment on what the school is observing?
Yes. The home and school observations provide additional information and it is also useful to explain the support already sought.
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