A Comparison of Parent and Teacher Nomination Of Gifted Hearing-Impaired Students

Teacher nominations, parent nominations and non-verbal measures of IQ were used to identify giftedness among severely and profoundly hearing-impaired students in two educational settings, a school for the deaf and a public school system. It was found that 6.1 percent of the students had IQs at or above the 95 percentile, and that while teachers and parents tended to nominate the same students, both missed some intellectually gifted students. Characteristics of gifted hearing-impaired children, as reported by their teachers, were found to be very similar to those of gifted hearing children, with the exception of achievement.