Gifted Education International

Despite a wealth of literature that argues for multiple measures to be used in the identification of gifted students, problems continue to arise when the tests are not used appropriately or when the results of such testing are ignored by teachers. This paper describes case studies of three children and the problems that have arisen for them and their families as their giftedness has been discounted. We conclude that testing cannot occur in a vacuum but must occur within the context of intensive observations of and discussions with the child and the family. Finally, we reiterate the crucial need for adequate training in gifted education for all teachers if children are to receive an education commensurate with their abilities.

This article reviews the provision made for gifted children during their primary or elementary schooling in both the USA and the UK. It argues that all children have an entitlement to an education appropriate to their needs, and, that, in this respect, the able child has often been neglected. Colleges of Higher Education are well-placed to provide an in-put on this to:- (a) children via Saturday clubs and Summer schools; (b) teachers by offering courses aimed at improving their ability to differentiate the curriculum appropriately and (c) parents in how to cope with the cognitive, social and emotional needs of their able child. Education Departments in both countries have become aware of the importance of capturing the interest and nurturing the ability of gifted children; realising that without this, they could ultimately be “lost to their nations”.

Cerebral Palsy is a disability resulting from damage to the brain before or during the birth and is manifested by muscular in-coordination and speech disturbances. They have been victims of public misunderstanding from the time that William John Little, MD, the English physician, recognised and publicised them in the year 1843. As a research project, the present investigators wanted to exp lore the world of spastic children by selecting artistry as the medium of expression of their thoughts, feelings, problems and needs. The study, through natural and participant observation as well as through interviews with counsellors, psychologists and medical professionals drew profiles of spastic children. The analysis of their drawings/paintings reflected their healthy bent of mind, positive attitudes towards life and necessity to be surrounded by happiness and healthy conditions. The study on the basis of their findings has given some concrete suggestions for the teachers and the parents with a proper accent on the following:

‘The disabled are people too.

This article offers a modular approach to the teaching of science and literature at advanced level and beyond. The article emphasizes the importance of developing independent study skills over a range of subject areas, with the intention of giving breadth and balance to a topic.

Six units of work are presented, covering aspects of scientific and literary thought, for tutors and students to follow. Each unit of work can be taught separately or as part of the overall course on aspects of scientific and literary thought.

Each unit of work takes a single topic, briefly sets the context, offers activities that students could read about, discuss and write essays on, followed by a select reading list, that directly supports the topic under consideration.

The course of study comes supplied with an introduction, aims and objectives and a final section on assessment.

The implications of such a teaching programme are essentially threefold. Firstly, a changing world requires a range of qualities from individuals. These include the ability to think, to act, to apply and to receive knowledge. Furthermore, the ability to pursue links between different forms of knowledge and to communicate effectively are becoming even more important. Secondly, developing and fostering opportunities for individuals to work independently and to work as a member of a team, is beneficial and relevant for both the ‘world of work’ and/or for research at university level. Thirdly, closer integration between science and literature is important for enhanced community understanding, at both local and on a broader global level. The sharing of ideas is ultimately the means whereby we all make progress. This is as much the case, within our own academic fields, as it is on a broader, holistic, world basis.

Advocates of special programs for gifted learners have claimed for years that the needs of gifted and talented students are not addressed in regular classrooms in the United States. Are these claims justifiable? The Classroom Practices Survey, conducted by the University of Connecticut site of The National Research Center on the Gifted and Talented, investigated this issue through a survey of nearly 4000 third and fourth grade classroom teachers. The results of this nationwide survey indicated that only a limited number of teachers make any modifications in their instructional and curricular practices with gifted and talented students.

The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?

As we approach the year 2000, gifted education will assume greater prominence in education. This paper discusses some of the issues related to giftedness, with regard to: Mentoring, The Gifted and Brain Research and Technology and Computers.

A variety of programming models, both part- and full-time, have been designed to provide gifted children with appropriate instruction to fulfil their needs and potential. In January 1993, The Chinese High School, an independent school in Singapore, started on a pull-out gifted program where students are selected to attend a challenging, differentiated and enriched curriculum in Mathematics, Science and Computer Science. Interesting enrichment activities carried out in the programme included a Mentor Link programme and a creative computing camp. The strength of such a programming model is that while the gifted students are provided with opportunities for rapid progress and challenging activities within Mathematics, Science and Computer Science, they also have the opportunities to study and interact with their regular classmates and to be leaders in their regular classes. The pull-out gifted programme, as set up in Chinese High, was able to combine the advantages of both full- and part-time programmes. This paper presents the characteristics and activities of the pull-out programme.