Sikkim Manipal Institute of Technology is proud to introduce the admission scheme for gifted child. Many brilliant students go unnoticed as high achievers because they are laid back and uncounted, owing to their poor academic performance, yet they have the potential to be high achievers. The major goal of giving admission to two supernumerary seats is to maximize the natural potentials of students who scored poorly or did not take the entrance exam. The goal is to provide a dynamic learning environment for a high-potential student in order to promote overall well-being and growth. Howard Gardner's multiple intelligence theory and subsequent research clearly demonstrate that an individual can have variable levels of intellect in different disciplines. Individuals can be gifted in one or several domains, as seen by gifted personalities throughout history. Our country has a large talent pool, but millions of people go undiscovered and hence unappreciated. There is, nevertheless, a need for such abilities to be identified and nurtured. The aim of educating the high ability learners is to transform their high abilities into proficiency. In our vision, high-ability learners should be identified as early as possible and they should be provided with opportunities
Across cultures, perceptions and interpretations of what defines giftedness and talent differ significantly. Gifted and bright children have been distinguished in studies. Not all gifted students are high achievers, and not all high achievers are gifted. Regardless of their cultural, socioeconomic, or ethnic background, exceptional students can be found in any community. The below-mentioned table helps to highlight the difference between a gifted and bright child:
The legacy issues include the challenges of disparities in gifted identification and programming for children from underprivileged backgrounds and those with twice-exceptionality, lack of culturallyrelevant identification instruments and programming, and consequences of overly individualistic, needsoriented approach to gifted education as seen in the Western countries. Gifted children are sometimes seen to have less developed social skills as a result of their advanced cognitive abilities such as memory, information processing, and use of higher-order thinking skills such as convergent and divergent thinking. This can lead to difficulties in relating to and forming satisfying bonds with other children in their peer group, social isolation from same-aged peers, identification with adult or elder peers, and frustration in class. Because of the traditional idea that gifted and talented students are smarter than others and require less attention, teachers in large classrooms sometimes overlook the fragility of such youngsters. Thus, equitable identification and nurturing opportunities for gifted children from all backgrounds are the requirements.
A general assumption or a myth is that academically talented children will be successful no matter what educational environment they are placed in. The notion that creativity, high ability, and talents are extra endowments for a child and that she/he is already “the lucky one” is prevalent in Indian society which expects such students to excel on their own with minimum additional support. Teachers and parents tend to believe that just because a child is creative or talented, she/he must be capable to continue being the best not just in the talent domain but in all aspects of life. In a situation where formal identification and recognition of talent and its nurturance is limited to only a small fraction of its population, talents remain untapped due to a classroom environment that does not prioritize the need for enriching and talent facilitating, or providing adequate support to nurture strengths. Nonetheless, indigenous skills in rural areas are largely unknown, and children with a strong curiosity, fertile imagination, and inquisitive attitude are unable to find a creative outlet in a society where test scores are still the primary sign of ability. Gifted youngsters must therefore be recognized and encouraged.
Sensitization of the teachers, parents, school administrators, and community who will play a significant role in identifying talent/gifted children is critical as nurturing them under the guidance and supervision of experts on a regular basis is very important. Such students will be nominated/referred/encouraged to apply for the supernumerary seat in AICTE affiliated colleges.
AICTE will announce the list of institutions eligible for admitting students under this scheme based on pre-determined criteria and the ability of institutions to nurture gifted students e.g.: NIRF/ARIIA Ranking, NBA accreditation, past performance of the institution, intake capacity, etc.
Candidates must fulfill one or more of the following eligibility criteria:
Admission for gifted students under the proposed supernumerary quota scheme will follow 2 steps process.