Their giftedness may not be evoked by the school environment but shine in the context of community. Some may experience developmental spurts at key stages of development which could not be discerned earlier. Interest may be piqued at some stage that motivates a student to develop abilities in relevant areas. In all of these examples, there is a clear sense that giftedness may be elusive in its manner and context of manifestation. We also know that there are both genetic and environmental factors at work in the manifestation of giftedness.
Individuals vary considerably in their ability to function effectively in various domains.
We can stretch ourselves within a range based on the genetic potential which we possess. It is the role of education in the larger environment to provide the experiences which may stretch the individual potential in the areas of greatest flexibility for learning. As long as differentiated practices are reserved for labeled special populations, the spirit of individualized learning will always be in jeopardy. Giftedness does not guarantee entitlement to educational privilege, but it does call for a flexible response by schools and other agencies to higher levels of functioning , based on the individual level of functioning not age. The concept of degree or extent of giftedness is an important aspect to consider in developing identification processes.