Você está na página 1de 12

GIFTED AND TALENTED STUDENTS | Issue # 1

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

Gifted Indigenous students


Page # 4

Twice exceptional
Page # 5

A parents voice
Page # 6

Teacher reflection
Page # 8

GIFTED AND TALENTED STUDENTS | Issue # 1

In regards to the specific aspect of


giftedness
within
inclusive
education, we recognise that
some classroom and school
practices have the potential to
marginalise
gifted
students
(Hyde, Carpenter & Conway,
2014, p. 298) and will try within
our power, using school wide
policies, to combat this alienation
of gifted students and successfully
create
a
school
pedagogy
ingrained deep within an inclusive
education that sees every child
given an equal education to foster
and develop themselves fully.

linguistic backgrounds, gender,


more areas of human performance
disability, socio-economic
and giftedness is a broad concept
situation, location, lacking of
that encompasses a range of
engagement in curriculum and
abilities; it also recognises that
misunderstanding from
giftedness is only potential, and
communities; all of which can
that it must go through a
often lead to stereotyping and
transformative process in order to
incorrect judgements being made
become a talent. We must also
about children and their abilities.
make special mention of
Generally, gifted children are
Indigenous students, who, outside
those capable of high performance
of this definition, Garvis, (2006, p.
with demonstrated achievement
42) states gifted and talented
and/or potential ability in one or
Aboriginal students have been
more specific areas - A definition
identified as the most
of gifted children from the
educationally disadvantaged group
Northern Territory Policy, 1983.
in the Australian education
According to the work of Gagne
system. As a largely culturally
Giftedness is not always visible
(ACARA, 2014) talented
diverse school we will make every
and easy to identify. It can be
students are those whose skills are
effort to accommodate for this in
influenced by culture and
distinctly above average in one or
our school policy.
There are numerous researches on the definition of word giftedness, and Betts and Neihart have compiled
a clear and detailed summary about the different types of gifted children (1988, 2010) as identified in the
table.
THE SUCCESSFUL
High achiever, concerned with
getting good grades
Generally well liked by
teachers and peers
Conforms, eager to please
Afraid to fail
Needs to be challenged, task
risks, move out of comfort
zone

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)

GIFTED AND TALENTED STUDENTS | Issue # 1

As there is no set definition of


giftedness in Australia (Hyde,
Carpenter & Conway, 2014) and,
as we can see from these profiles,
giftedness can manifest in many
different outlets and; identifying
gifted students can sometimes
become a difficult task. Here at
East Point we work on creating
programs that are inclusive and
foster gifted behavior to create
meaningful personal endeavours at
an appropriate level for each
student rather than trying to
identify
gifted
individuals.
(Renzulli,1978).
Our school policy surrounding
gifted and talented students is
derived from the Northern

Always remember that an investment


for the children is an investment
for the future.

East Point Schools Team teachers

Territory (NT) Government Policy


on Gifted Education. The NT
Department
of
Education
recognises the vast diversity
amongst students within our
schools and aims to ensure that all
students will have access to a
quality education with high
expectations and appropriately
differentiated
learning
environments; enabling students to
reach their full potential. (NT
DOE, 2013). The NT Gifted
Education Policy promotes the
idea of creating partnerships with
parents and communities in
identifying
and
developing
individualised learning programs
for gifted students, particularly for

students from culturally diverse


backgrounds as giftedness is
always culturally defined. (NT
DOE, 2013). The NT Policy
provides schools with a variety of
educational options for gifted
students including: differentiated
curriculum
planning
and
instructions in regular classrooms
through extension and enrichment;
access to the curriculum at a faster
pace through acceleration and;
grouping of like-minded students.
Parents, if you are beginning to
recognise your children as gifted
or are unsure, please contact your
childs teacher as soon as possible
to get reasonable advice and begin
this process immediately.

GIFTED AND TALENTED STUDENTS | Issue # 1

INDIGENOUS GIFTED STUDENTS


Indigenous students are already
significantly
disadvantaged
within the Australian school
system, (Hyde, Carpenter &
Conway, 2014, p. 74) placing
indigenous gifted students in an
even more marginalized and at
risk group. The goals of the
United
Nations
Educational,
Scientific
and
Cultural
organisation Education for All
(2000), state that opportunities and
programs need to be in place to
fulfill students potential. As a
school within the
Northern Territory
we wish to see this
inclusive education
goal upheld, and
provide
our
indigenous cultural
group
with
the
support
and
opportunities every
student deserves.
"The identification
and achievement of
gifted
Aboriginal
children is affected
by
cultural conflict; the
lack
of
knowledge of culturally sensitive
identification
measures
of
giftedness
and;
the
antiintellectual Australian ethos."
(Cronin & Diezzman, 2002, p.
12). Naturally, the first step to
achieving this goal of inclusive
education is to be aware of
students cultural backgrounds, as
teachers often fail to recognize
gifted behaviours exhibited by
students and therefore, educators
and member within our school
community
need
to
work
collectively with the students
cultural background, including
minority
students
(Frasier,

1997). Thus, it is imperative that


teachers
and
the
school
community recognise Indigenous
students and their culture and
identity as, a lack of this can see
indigenous
students
feeling
excluded from our school which is
unacceptable (Hyde, Carpenter &
Conway, 2014). Failing to
understand a students cultural
background can see gifted
indigenous
students
being
overlooked as their ideologies of
what gifted means can differ from

a standard Australian schooling


idea.
As a fully inclusive school, we
must take all definitions and
perceptions on board. In the NT
gifted education policy and
guidelines they highlight this idea
that giftedness may vary in other
cultures particularly those from
indigenous cultures and what this
may mean. They raise the
following points;

A childs giftedness may


be viewed as more of a
whole community gift in
some
cultures
such
Aboriginal communities,

for example, the gift may


be seen as belonging to the
whole group or community
and bearing with it a
responsibility on the part
of the gifted to work
towards leadership for the
wider group (Christie
2010)."
Indigenous students may
be gifted in ways / in
other platforms that are not
recognised by mainstream
schooling.
e.g "Many
young
Aboriginal
students have unusual
ability to read and
respond
to
environmental signs
and conditions and
schools can play a
significant part in
fostering their gifts
and
pathways
to
employment."
(NT
DOE, 2013).

Gifted children within


Indigenous
communities are often
chosen to become
leaders. This cultural concept
can be transferred to a classroom
situation, for example, as noted by
Christie (2011, p.41), "you can tell
[who] the gifted children [are],
said one elder, they are the ones
who help the other kids when the
teacher is not watching. They are
not competitive. In order to foster
Indigenous
gifted
students
development it is important to
help
parents
and
relevant
community gain understanding of
their childs abilities and also to
help create a home and school
environment which appropriately
nurtures
and
encourages this
giftedness (Garvis, 2006).

GIFTED AND TALENTED STUDENTS | Issue # 1

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

The Disability Standards for


Education (2005), educators must
be very much aware of the
common
characteristics
and
learning needs of gifted students,
especially twice exceptional, to
support them to meet their
potential; reaching a balance
between their advanced skills and
the typical needs in their
education. Approaches such as an
individual education program
(IEP) aid in ensuring teachers
adjust learning environments to
fit the learning needs for all
students (Hyde, Carpenter &
Conway, 2014, p.307) and also
provide reasonable challenges to
engage
and
promote
the
development of their own skills
(Hyde, Carpenter & Conway,
2014). As outlined by Stephanie

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

(2012, p.29), with enough


attention, adequate support and an
education tailored to their needs,
they can not only succeed, but
excel in life. Thus, reaching the
needs of students, especially twice
exceptional
students,
is
a
legitimate request from learners to
the education system and social
communities. In order to promote
these processes, teachers and in
particular, the quality of teachers,
are the most important principles
to be considered by the school and
its community. A research study
completed by OReilly (n.d., p. 8)
found that one of the problems
lies with the fact that there is little
or no provision within teacher
training programmes to work
specifically with gifted students;
with the emphasis of teacher
training focusing on students at
the other end of the spectrum with
differing educational needs. Given
that there is no provision for
special needs teachers to work
with gifted students, there is then
little or no motivation for trainee
teachers to be given techniques to
work with gifted students as the
schools will have very few
resources available to them once
they start their teaching. This is
what we are aiming to change here
at East Point School; with our new
school policy aiming to build a
learning environment that supports
students from all walks of life and
with all well levels of ability.

GIFTED AND TALENTED STUDENTS | Issue # 1

FOR THE PARENTS


Is your child gifted? Not all parents will know how to answer this
but it is important to note that if you feel your child is gifted, or have
been told he/she is, that you now play a significant role in regards to
their education. Together, with our school and our school
community it is important to build these relationships to ensure our
gifted children and students are supported educationally, socially
and emotionally (Lutheran Schools Association of SA, NT & WA
inc. 2001). As a parent, at times having a gifted child can be
challenging as all aspects of the childs experience are affected
(Rotigel, 2003, p. 209) and this responsibility can feel
overwhelming (Rotigel, 2003). It is a lot to take on board but there
is help available; through the school, your childs teachers, the
support services provided by the school, other parents and of course
associations such as the Australia Association for the Education of
the Gifted and Talented (AAEGT) http://www.aaegt.net.au/. Always
remember that you and your child are not alone on this journey. As
much as you as a parent need support from the school and
surrounding community, the school needs your support too. Nobody
knows your child better than you, and this instinctive nature and
knowledge of his or her emotional and developmental skills is
instrumental in helping to understand the best course of action to
take in regards to providing the right education for your child who is
gifted. This fostering of skills and support also needs to be
continued outside the classroom and in your home life; again this is
new and daunting but you are a crucial key in your childs education
and development. One of the most important things you can do as a
parent of a child who is gifted is familiarise yourself with what is
out there for you and your child, some key steps to helping this are;

Start an open dialogue with your childs teacher regarding


what is in place in the classroom to encourage his or her
advancement.
Be in contact with the school principal and support officers
and discuss options for advancement.
Constant communication with the school and all relevant
personal is key.
Familiarise yourself with the Australian Curriculum and how
its flexibility can be of use to your child; also look into
further gifted education policies including the NT wide
policies and guidelines for gifted education.
Start or join a local support group, talk to other parents from
the school with gifted students.
Contact and sign up to http://www.aaegt.net.au/.
Look into what extra-curricular programs are available, that
would suit your childs needs.

Most importantly, always remember you are a key pillar in your


childs education and never be too afraid to reach out and ask for
help and information; we have these resources in place to help you
and your child.

GIFTED AND TALENTED STUDENTS | Issue # 1

DEPARTMENT OF EDUCATION

Gifted Education policy; Parent process for catering for gifted students in schools

Child displays higher ability than age peers

Parents and teacher complete checklist and


gather data on childs achievements and
characteristics

Child is identified as gifted

Child also has a learning disability

Class teacher differentiates program

School contacts their regional


School support services team

Ongoing monitoring shows that the class


program meets the childs needs

School support services team


provides advice to teachers

Regular monitoring and reviewing of


student progress with students and parents

Program does not meet childs needs

Contact school to discuss options:

subject acceleration
year level acceleration or
alternative program

GIFTED AND TALENTED STUDENTS | Issue # 1

A WORD FROM OUR TEACHERS


Gifted Students: Supporting
their learning through the
Australian Curriculum
As outlined by Hyde, Carpenter &
Conway (2014, p.298), inclusive
education is based on the premise
that every student should have the
opportunity to access quality
learning experiences, participate in
education in meaningful ways,
progress towards a level of
achievement commensurate with
his or her potential, and be
supported to feel a sense of
belonging to a classroom and
school community. Results from
a 2001 Senate inquiry into the
education of gifted children in
Australia found that a significant
number of
gifted
students
experience boredom, frustration,
distress and underachievement
when they do not have access to
appropriate learning experiences
[and]; it was noted that negative
outcomes for gifted students are
exacerbated by negative attitudes
towards high ability and a focus
on
minimum
achievement
benchmarks (Hyde, Carpenter &
Conway, 2014, p.298) Here at
East
Point,
we
recognise
the critical role the school plays in
providing
students
with
appropriate
opportunity,
stimulation and experiences in
order to develop their potential
and translate their gifts into
talents, and will use all of our
resources to build an inclusive
school and classroom community
where all students are provided
with equal opportunity and access
the
Australian
Curriculum
(ACARA, 2015).
The
Australian
Curriculum
(ACARA) promotes the belief that
gifted and talented students are

entitled to rigorous, relevant and


engaging learning opportunities
drawn from the Australian
Curriculum and aligned with their
individual
learning
needs,
strengths, interests and goals,
(ACARA, 2015). Throughout our
school policy we aim to educate
teachers,
parents
and
the
community on the ways in which
the flexible design of the
Australian Curriculum will be
used within our school to cater for
the diverse learning needs of all
students; through the use of high
expectations; ongoing assessment
tasks; appropriate differentiation
aligned with students current
levels
of
learning
and;
acceleration.

authenticity of how students


demonstrate
their
learning
(product)
and;
learning
environment. All of which are
influenced by the students
personal characteristics such as
learning preference, interests and
readiness to learn. (ACARA,
2015). Overall, adjustments to
student learning should reflect
elements such as faster pace
(acceleration, compacting), greater
breadth (enrichment) and more
depth (extension); which can be
used in varying proportions and
combinations to develop a
personalised approach to the
learning needs of gifted and
talented
students.
(ACARA,
2015).

As outlined by Hyde, Carpenter &


Conway
(2014,
p.310)
differentiation is an overall
approach to planning, teaching
and managing the classroom that
systematically takes into account
individual students characteristics
and needs. It is vital to the
learning process that students are
provided with an appropriate level
of challenge, just beyond their
current level of competence, so
that new learning can take place
and; a sense of self-efficacy and
motivation can be achieved
through the ability to cope with
challenges and the notion that hard
work leads to academic progress
and mastery. (Hyde, Carpenter &
Conway, 2014). Differentiation
can be applied to student learning
through adjustments made to the
complexity and abstract nature of
what the students learn (content);
the pace of the learning and levels
of thinking required such as
problem solving, higher-order
thinking and critical and creative
thinking
(process);
the

Gifted and Talented students have


the capacity to learn at a faster rate
than their peers and therefore
require
ongoing
formative
assessments to be completed to
ensure that the learning content
and adjustments align with their
current level of learning and
individual needs. (ACARA, 2015).
Effective pre-assessments and
ongoing formative assessments are
a crucial part of the process in
differentiating the learning of
gifted
students
as
these
assessments provide essential
information regarding student
readiness (current knowledge and
skill in relation to the learning
objectives), interests, preferred
learning styles and progress and;
informs the teachers decisions
about student grouping, selection
of resources, planning for
appropriate
challenge
and
effectiveness of the student
learning
program.
(Hyde,
Carpenter & Conway, 2014).

GIFTED AND TALENTED STUDENTS | Issue # 1

As a school we recognise that


gifted and talented students are
not a homogeneous group and
may require different adjustments
according to their individual
learning needs, interests, strengths
and goals (ACARA, 2015). The
Australian
Curriculum
has
developed a three-part process
which uses the three-dimensional
design
of
the
Australian
curriculum (learning areas, general
capabilities and cross-curriculum
priorities) to provide teachers with
the flexibility to cater for the
individual needs of students and
plan a rigorous teaching and
learning program that will
challenge
and
engage
all
students. (ACARA, 2015). This
guide for teachers taken from the
Australian Curriculum website is
outlined below:
Using
the
Australian
Curriculum to meet the learning
needs of all students
Teachers refer to the Australian
Curriculum learning area content
that aligns with their students
chronological age as the starting
point in planning teaching and
learning programs.

Teachers take account of the range


of their students current levels of
learning, strengths, goals and
interests, and personalise learning
where
necessary
through
adjustments to the teaching and
learning program, according to
individual learning need, by:

drawing from learning area


content at different levels
along the Foundation to Year
10 sequence to personalise

age-equivalent learning area


content
using the general capabilities
and/or
cross-curriculum
priorities to adjust the learning
focus of the age-equivalent
learning area content
aligning individual learning
goals with age-equivalent
learning area content.

Teachers assess students progress


through the Australian Curriculum
in relation to achievement
standards.
Some
students
progress will be assessed in
relation to their individual learning
goals. Approaches to assessment
and reporting will differ across the
states and territories.
For gifted students whom are
significantly
academically
advanced in comparison to the
age-equivalent
peers,
the
opportunity for acceleration could
be
considered.
Acceleration
involves moving a student through
the Curriculum at a faster rate than
normal. Acceleration can occur in
a number of ways including:
subject acceleration (advancing to
a higher year level for one or two
subject
areas);
year
level
acceleration (skipping a year of
schooling to advance year level
for all subjects); concurrent
enrolment (where a student attends
two learning institutions at the
same time) and; compacting
(where learning is compressed into
a shorter period of time) (NT
DOE,
2013).
Although
acceleration is not suited to all
gifted students, Vialle & Rogers
(2009) support its implementation
as research consistently suggests
that on average, accelerated

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).

FOR MORE INFORMATION


http://www.australiancurriculum.e
du.au/studentdiversity/meetingdiverse-learning-needs

GIFTED AND TALENTED STUDENTS | Issue # 1

10

UNTIL NEXT TIME

As a school we are fully committed


to providing every student with a
quality
education
which
is
meaningful, relevant, engaging and
challenging for all students. With the
use of the flexible design of
the Australian Curriculum we aim to
begin implementing our Gifted
Education
Policy
this
term. However, we cannot achieve
this alone. We hope to work
collectively with students, parents
and the wider community to
implement this policy effectively
and create a positively inclusive
school environment where all are
welcome. We invite you all to join
us next Friday 16th January, in the
school's auditorium for a follow-up
session from this newsletter where
we can answer any questions you
may have and; discuss as a
community how we can work
together to achieve an 'education for
all.'

UPCOMING EVENTS

Warm regards,
East Point School Team

East Point School


1 East Point Rd
Darwin 0810 NT
(08) 8973 0081

Swim Week

31st Jan

Book fair

3rd Feb

GIFTED AND TALENTED STUDENTS

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
http://the504school.blogspot.com.au/2013/03/twice-exceptional-students-need.html
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

GIFTED AND TALENTED STUDENTS | Issue # 1

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.
Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-all/efa-goals/
United Nations General Assembly. (1990). Convention on the Rights of the Child. Retrieved from
http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf

12

Você também pode gostar