Escolar Documentos
Profissional Documentos
Cultura Documentos
Gifted and
Talented
students
Issue 1
A NOTE FROM THE PRINCIPAL
movement
Inclusion according to Hyde,
towards
providing
equal
chances
Carpenter and Conway (2014), in
for every student enrolled in our
the most general sense refers to
school. Not only is this a
the right to active participation
commitment our school has
and achieving equity through
chosen to focus on upholding, but
engagement (p. 5). When
also
is
an
international
translating this to our school
commitment,
under
the United
community and the inclusion of
Nations convention on the Rights
students in education we must
of the Child (1989). The Rights of
support the participation of
a Child is designed to ensure no
children (Hyde, Carpenter &
child is discriminated against and
Conway, 2014, p. 7) no matter the
stipulates, The child is entitled to
circumstances,
and
make
receive education, which shall be
allowances for each student to
free and compulsory, at least in
ensure they are receiving a fair
the elementary stages. He shall be
and equal education. As a school it
given an education which will
is our duty to uphold this
promote his general culture, and
pedagogical ideology of inclusive
enable him, on a basis of equal
education and to realize each
opportunity, to develop his
school and classroom has to play a
abilities, his individual judgement,
part if the real outcomes of
and his sense of moral and social
inclusive education policy are to
responsibility, and to become a
be realized. (Hyde, Carpenter &
useful member of society. (UN,
Conway, 2014, p. 11).
1989).
Inclusive
education
extends
This
concept
of
inclusive
beyond the classroom and school
education
reflects
the
Rights
of the
here at East Point, as we
Child
and
ensures
every
child
encourage parents and the wider
within our school is treated equal.
community to be involved in this
In This Issue
Twice exceptional
Page # 5
A parents voice
Page # 6
Teacher reflection
Page # 8
THE AT-RISK
Appears defensive , resentful
Poor self-concept
Not well- liked by peers and
teacher
Creative
Inconsistent work, may be low
achieving
Needs individual planning and
guidance
THE CREATIVE
High energy, impulsive, easily
bored
May be emotionally vulnerable
Question rules, stand up for
beliefs, may come into conflict
with teachers and peers- seen as
a rebel
Motivated by inner drive,
passions
Needs freedom and opportunity
to develop in domains of interest
TWICE/MULTI EXCEPTIONAL
Frustration, anger , learner
helplessness
Difficulty fitting in
May be disorganised, slower
processing
Good problem solver, complex
thinker, creator
Inconsistent work- may not be
acknowledged as gifted
Need both strength development
and accommodation
THE UNDERGROUND
Unsure, not confident or willing to
accept own abilities
Wants to be socially accepted, and
may mask or deny abilities to do so
Difficulty reconciling social or
cultural expectations with high
achievement
May feel disconnected from
school- abilities go unrecognised
Needs guidance, role models to
navigate dual cultures
AUTONOMUOS LEARNER
Self-confident, accepts abilities,
ambitious
Motivated to learn/improve
Seeks challenge and willing to
make mistakes
Positive relationships
Needs challenge, and continued
support to plan, set and achieve
goal, and to manage success
1.1 Summary of Betts and Neihart revised profiles of giftedness. (Hyde, Carpenter & Conway, 2014, page 303)
TWICE EXCEPTIONAL
As outlined by Hyde, Carpenter &
Conway (2014, p. 306), the term
twice exceptional refers to
students who are identified as
gifted or advanced in one or more
areas, while also having a
disability or learning difficulty
(for example, dyslexia or ASD).
It is estimated that approximately
4 percent of the student population
are twice exceptional, however,
these students are very hard to
identify
and
are
easily
misunderstood
within
the
education
system. Moreover,
rarely are twice exceptional
students properly identified or
supported in the educational
system, thus, their potential is
ignored; often having their
disability supported but their gift
unrecognised. In consequence,
these students are prevalent to
developing serious mental health
problems and a significant loss of
self- esteem. Students who are
both gifted and have a learning
disability often feel as though they
are a part of two worlds; they face
the challenge of having a
disability and also experience
frustration as a result of the
heightened
expectations
and
higher standards held for them as
gifted students. According to
legislation in the Disability
Discrimination Act (1992) and
Photo from Diane Kennedy's book Bright Not Broken: Gifted Kids, ADHD, and Autism .
Retrieved from http://the504school.blogspot.com.au/2013/03/twice-exceptional-students-need.html
DEPARTMENT OF EDUCATION
Gifted Education policy; Parent process for catering for gifted students in schools
subject acceleration
year level acceleration or
alternative program
students
experience
positive
outcomes in terms of motivation,
well-being
and
academic
achievement. (as cited by Hyde,
Carpenter & Conway, 2014,
p.312).
Any decisions made regarding the
differentiation, acceleration and
personalisation of student learning
will be made in consultation with
the parents and student and; will
aim to achieve a stimulating and
engaging learning environment
where all students are challenged
to extend and develop their gifts
and talents. (ACARA, 2015).
10
UPCOMING EVENTS
Warm regards,
East Point School Team
Swim Week
31st Jan
Book fair
3rd Feb
Issue # 1
References
Australian Association for the Education of the Gifted and Talented. (2015) Retrieved from
http://www.aaegt.net.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Gifted and talented students.
Retrieved from http://www.australiancurriculum.edu.au/studentdiversity/gifted-and-talented-students
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Student diversity. Retrieved
from http://www.australiancurriculum.edu.au/studentdiversity/student-diversity-advice#
Australian Government Department of Education and Training. (2014). Disability Discrimination Act (1992).
Retrieved from https://docs.education.gov.au/node/35941
Australian Government Department of Education and Training. (2014). Disability Standards for Education (2005).
Retrieved from https://docs.education.gov.au/node/35943
Baum, S. & Owen, S. V. (2004). To be gifted & learning disabled: Strategies for helping bright students with LD,
ADHD, and more. Mansfield Center, CT: Creative Learning Press.
Betts, G.T., Neihart.M (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32(2), 248-253.
Retrieved from http://aea11gt.pbworks.com/f/Profiles+of+Gifted.pdf.
Christie, M. (2011). Some aboriginal perspectives on gifted and talented children and their schooling in Wilma
Vialle (ed). Giftedness from an Indigenous Perspective. 36-42. Australian Association for the Gifted and
Talented.
Cronin, R. P., & Diezmann, C. M. (2002). Jane and Gemma go to school: Supporting young gifted Aboriginal
students. Australian Journal of Early Childhood 27(4), 12-17. Retrieved from
http://eprints.qut.edu.au/1509/1/1509.pdf
Diane, K. (2012). Bright Not Broken: Gifted Kids, ADHD, and Autism. Retrieved from
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Frasier, M. (1997) Gifted minority students: Reframing approaches to their identification and education. In N.
Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education. 218-229. Boston: Allyn & Bacon.
Gagn, F. (2003). Transforming gifts into talents; The DMGT as a developmental theory. In N. Colangelo and G.A
Davis (eds), Handbook of gifted education (3rd ed), 24-40. Boston: Allyn & Bacon
Garvis, S. (2006). Optimising the learning of gifted aboriginal students. International Journal of Pedagogies and
Learning, 2(3), p.42-51. doi:10.5172/ijpl.2.3.42
Hyde, M., Carpenter, L., & Conway, R. (2014). Diversity, inclusion and engagement. (2nd ed). South Melbourne,
VIC: Oxford University Press.
Lutheran Schools Association of SA, NT and WA. (2005). Gifted Education Policy Guidelines. Retrieved from
http://www.lsa.lutheran.edu.au/__files/f/4310/Gifted%20Education%20Policy%20-%20Guidelines
%20for%20schools.pdf
Northern Territory Government, Department of Education (NT DOE). (2013). Gifted education policy. Retrieved
from http://www.education.nt.gov.au/about-us/policies/documents/schools/school-management/giftededucation
OReilly, C. (n.d.). Understanding gifted children. School guidance handbook. Dublin, Ireland: National Centre for
Guidance in Education (NCGE). Retrieved from
http://www.schoolguidancehandbook.ncge.ie/docs/000044/Colm%20O%E2%80%99Reilly.pdf
Rotigel, J. (2003). Understanding the young gifted child: guidelines for parents, families and educators. Early
Childhood Education Journal, 30(4), 209-213. doi: 10.1177/0261429413486862
Stephanie, C. (2012).Twice-exceptionality in the classroom. Journal of Student Engagement: Education matters,
2(1), 26-29. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1011&context=jseem
United Nations Educational, Scientific and Cultural Organisation (UNESCO) (2000). Education for all goals.
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United Nations General Assembly. (1990). Convention on the Rights of the Child. Retrieved from
http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
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