IDENTIFICATION OF INTELLECTUALLY GIFTED SCHOOL CHILDREN IN NIGERIA: IMPLICATIONS FOR COUNSELLING AND SPECIAL EDUCATION PRACTICES

Abstract

This paper explores the challenges and strategies involved in identifying and supporting gifted and talented individuals, emphasising the critical role of special education and counselling in meeting their unique needs. Giftedness, traditionally defined by high IQ scores, is now understood as a multifaceted concept encompassing a broad range of intellectual, physical, and psychomotor abilities. The identification of gifted children, particularly in Nigeria, is complex and requires both informal (subjective) and formal (objective) approaches that complement each other. Without proper identification and support, gifted children may become disengaged or underperform. The paper highlights the necessity for specialised educational programmes, trained educators and counsellors, and adequate resources to address the diverse cognitive, social, and emotional needs of these children. The paper concludes on the importance of a multidimensional understanding of gifted children in guiding effective counselling and educational practices. Finally, the paper recommends a clear, expert-defined concept of giftedness and a continuous, needs-based identification process to maximise the potential of gifted individuals in Nigeria.   Keywords: Gifted children, identification, special education, counselling, tailored programmes