The Autonomous Learner Model

Type One, The Successful
These gifted children learn well, know the system, display the appropriate behaviors, score high on achievement and intelligence tests, are identified as gifted, and are eager for approval and acceptance. These types often become bored with school, have not learned how to pursue their own interests, and are dependent on teachers and other adults for direction. Type Ones are often underachievers throughout life.

Type Two, The Divergently Gifted
Gifted children in this group are usually quite creative, do not conform to the system, question authority, and seldom receive recognition, honors, or rewards. Type Twos struggle with self-esteem and are frustrated by lack of affirmation from their schools. They may also be at risk for drug addiction, or dropping out.

Type Three, The Underground
This group of children goes underground to hide their giftedness – girls in middle school and boys in high school – deferring to athletics. Pressure from significant adults only tends to increase Type Threes’ resistance.

Type Four, The Dropouts
Type Fours are angry with the system and adults in their lives who have not met their needs. School is irrelevant to them. These gifted children generally have low self esteem and benefit from a close, trusted adult. Traditional schooling generally does not work for Type Fours, and family counseling as well as individual counseling are critical for their eventual happiness and success.

Type Five, The Double-Labeled. This group of gifted children is physically or emotionally handicapped or both. Their learning behaviors are not consistent with the traditional behaviors schools look for in gifted children. Type Fives’ weaknesses are often the focus of traditional school systems.

Type Six, The Autonomous Learner.
Once gifted children become autonomous learners, they are independent, self-directed, goal-oriented risk takers. Type Sixes do not depend on others to chart their course in life, they do it for themselves.