In this study, they discuss the many areas in which the fields of mental retardation and giftedness have in common, and where they part company. One of the most common elements that both have in common is that there is a “deviance from the norm.” Standard intelligence tests have been the most common way to measure and identify an individual’s difference. There is often a desire on a person in either group to “fit in” and not be considered different. Both the mentally retarded and the gifted may try to hide their differences to be considered just like everyone else. Gifted individuals have been known to “dumb down” and hide their gifts and talents so that they do not stand out among their peers.

The guidelines for the field of mental retardation are much more developed than in the field of giftedness, because it is “easier to discover what is wrong” with someone, than what is right or better than

right. High levels of ability in different areas are more difficult to measure and recognize, making testing more difficult to develop. There are many methods for determining the level of mental retardation, and there are tests that determine the ability to cope and adapt to everyday situations.

Research in both fields is the same in striving to achieve the most effective methods of education and enhancing performance. Available funding drastically favors research for the mentally retarded, while virtually ignoring the needs of the gifted. It is generally felt by society that the gifted can take care of themselves, so we must address the needs of those who are unable to help the less fortunate. In the 1990’s, approximately $.02 per $100 of K-12 educational funds were spent by states and local districts on gifted and talented education. In comparison, approximately $12.72 of every $100 was spent on special education for children with disabilities.

As a society, we try to protect and help our children. Since gifted children are viewed as able to fend for themselves, we tend to underestimate the damage and cost to them in terms of reduces motivation and achievement. The authors conclude with five suggestions and challenges to improve and develop educational systems that serve both fields equally to help them achieve their fullest potential.

Some topics in this essay:
Co-author Zigler, Chapel Hill, Retardation Giftedness, mentally retarded, mental retardation, gifted children, average peers, mental retardation giftedness, average below average, below average, child development, abilities pronounced, average below, retardation giftedness, children placed,