Volume 28 | Number 2 | November 2009

Newsletter of the World Council for Gifted and Talented Children www.world-gifted.org

The 18th Conference: A Message A Stellar Success from the President Taisir Subhi Yamin

am honored to be in the position of President Iof the WCGTC and am eager to begin working with the members of the new Executive Committee towards increasing the opportunities that the World Council has to offer its members across the world. I have concluded three terms as a member of the Executive Committee. This experience has provided me with an outstanding opportunity to work with a large number of scholars and international institu- tions, and I have intentionally chosen to invest in this organization. United and reunited at the Opening Reception Gifted education is booming in different countries. It is a reflection of the growing interest in giftedness, ubsequent to the conclusion on August 7th, commendations and creativity and innovation, talent development, excel- Sreports of the conference have been received at Headquarters continu- lence in education, and expertise. Investment in ously. The essence of the consistent response is caught in remarks of the gifted education becomes a must for all nations, but following kind: such investment requires well-developed programs that concentrate on promoting productive thinking “Thanks for a great conference - best organized World Conference ever! skills, emphasize future problem solving, employ ef- CONGRATULATIONS…” fective differentiation processes, provide high-qual- “Everything was perfect.” ity provisions, administer different types of evalua- “This was my first World Conference for Gifted and Talented Children tion, and build self-confidence. and I hope to come again. Meanwhile, I will share the conference with my In order to achieve our ultimate goals, we need colleagues….Once again, thank you for the gracious and inviting way you highly qualified and competent teachers who are handled each item pertaining to the conference. It was much appreciated.” willing to serve gifted and talented children with “Just dropping a line to say thank you for a wonderful experience at high-quality programs that are designed to meet the the conference and for being patient with our application that has gone special needs of these children. To do so, we have to through ups and downs and was almost being cancelled.” invest more in educational technology. In the digital “This is a perfect moment for thanking you also for the unparalleled de- world, we are moving towards mobile teaching sign, structure, and management of the 18th World Conference.” and virtual learning environments. Investment in continued on page 3 continued on page 3

Page  Executive Administrator’s Message

The dual responsibilities of operating Headquarters and orga- ence responsibilities. All in nizing the Biennial Conference created a blurring of the lines all, that has made for a hectic between the two roles, as each had an impact on the other couple of months. during the past year. The ever-increasing conference work and I am most pleased to announce harrowing deadlines forced me to concede that it would not be that Education Dean, Dr. Ken possible to create a May newsletter. Even now, the post-confer- McCluskey and Phil Baker, Director of the ACCESS Program ence activity has made it difficult to devote the hours at the University of Winnipeg, have, once again, gener- needed to produce the current edition. ously supported the office of the World Council Amidst the flurry of proposal submis- Headquarters and are funding the part-time sions for the conference in January, I was position of office assistant in the person of occupied with the preparations for the Reaching Gift ed and Talented Children: Morna Christian, whom many of you had Presidential and Executive Committee Global Initiatives occasion to meet at the Conference. She elections. We had an unprecedented Edited by Eleoussa Polyzoi and Cathrine Froese Klassen comes to us with a wide range of skills, percentage of members voting in the having worked as a church and college World Council two elections, which was conducted for Gift ed and executive secretary, a legal secretary, electronically for the first time. Not Talented Children and a university registrar. Her assis- www.world-gift ed.org only did this method require careful tance is invaluable. scrutiny of voter eligibility, but also I was also furnished with a new com- a verification of all e-mail addresses. Selected papers from the puter in April, thanks to Dean McClus- 2007 WCGTC World Conference Every bounced e-mail was followed-up, held at the University of Warwick, England key. This also meant that my assistant’s and no one was disenfranchised. For A publication of Th e World Council for Gift ed and Talented Children, Inc. computer could be retired, making for University of Winnipeg more detailed information, please, refer Winnipeg, Manitoba, Canada © 2009 Made in Canada greater efficiency at both desks. In addition, to the article in this newsletter and to the ISBN: 978-0-9687833-8-2 the University of Winnipeg converted to report posted on our website. a new, networked printing system throughout the Dr. Eleoussa Polyzoi and I managed to fit in late eve- campus, which resulted in Headquarters acquiring a new ning and weekend hours (even long-distance CATfrom # Greece) to printer,PANTONE much 301 C to our delight. PANTONE 7457 C complete the editing of the selected papers from the 2007 Bien- All the while, the “invisible” work in the office continues and nial Conference. The publication, entitled Reaching Gifted and 133 LINESCREEN isPOSITIVE often FILMthe most time-consuming, with tasks such as filing Talented Children: Global Initiatives, was produced in CD form incomeEMULSION taxes, SIDE UP renewing web domains, executing the annual ELLIPTICAL DOT SHAPE for distribution in the conference bags at the Vancouver Confer- corporateRIGHT READING registrations, as well as re-organizing the office and ence. Since then, after compiling the addressPHONE 1-888-775-5206 list and printing the2400 records, dots per inch archiving documents, dealing with parental re- various required labels, we have mailed out the CD to all of the quests, managing our World Council library, and continuously individuals who were at the 2007 Conference and did not attend being engaged in networking and information gathering for the the 2009 Conference. grassroots operations of the business. In the meantime, I received the bid for the 2011 Conference In this issue of the newsletter, you will be able to experi- from the Korean Society for the Gifted, which was, subse- ence—or re-experience—the recent conference, meet the new quently, approved by the Executive Committee. The planning is members of the Executive Committee, become personally underway, and we look forward to the next conference that will acquainted with one of the child performers at the conference, be taking place at the new campus of Incheon University, Seoul, read about a parent’s struggle in seeking provision for her gifted th th Korea, August 8 to 12 . child, find out about upcoming conferences, and learn about Since mid-August, in addition to dealing with the residual what is happening in gifted education around the world. conference business in the aftermath, I have spent time on the Headquarters’ business that had been pre-empted by the confer- Cathrine Froese Klassen WCGTC Executive Administrator

Page  Message from the President continued The 18th Conference continued educational technology will enable us to improve the The many months of confer- quality of education, extend gifted programs, bridge ence preparations at Head- different cultures and civilizations, and foster creative quarters culminated in our productivity. having 30 boxes of prepared Gifted education is, indeed, the way of the future and conference products deliv- requires sufficient resources. It is our joint task to ered to Vancouver, where, on struggle to obtain the allocation of these means, both Sunday, a hand-picked group structural and financial. The WCGTC will facilitate of volunteers, including our and encourage the use of national and international Some registration volunteers (Front) Sarah Dietrich, top-level technicians, joined standards to develop, implement, foster, and evaluate Diane Minion, Kailey Ng (Back) Susan Dueck, Annette in to stuff the bags. Setting up different types of special provisions designed to meet Greene, Carrie Minion, Mikayla Greene the registration early Monday the different special needs of the gifted and talented. morning was simplified by As President, I will work with educational systems our having generated all the and will employ advanced international expertise to badge inserts and readied the facilitate building gifted programs around the world. badges in Winnipeg. On the We will work to enhance the Council’s efforts to front lines were my two office provide more pathways and horizons for research and assistants—Annette Greene practice. We will need to work hard to help influence and Morna Christian—pho- educational systems and public attitudes and beliefs tographer, Allan Appel, and about gifted education in order to reach our goal of chief technician, Ben Dueck. allocating more resources and programs for the gifted From the singing of the Ca- and talented. I strongly believe in the importance of Technicians: Sheldon Kehler, Mark Dueck, Sina nadian national anthem, “O gifted education. We are, certainly, part of a potential Shahandeh, and Ben Dueck (Chief Technician) Canada,” by eight-year-old support system for general education. Hannah McKinley Brandon, As our Conference comes to an end, I have the honor at the Opening Ceremony to and pleasure of thanking my friends and colleagues the speech delivered by her who have served the WCGTC for several years in ten-year-old sister, Shane, at their terms of office. My warmest thanks go to Den- the Closing Ceremony, the Mo Tsai for his contributions as a member of the participants of the WCGTC th Executive Committee and the President of the Coun- 18 Biennial Conference cil. Many thanks also go to Sandra Kaplan for her were treated to a first-class contribution. I would also like to express my grati- event at the Sheraton Wall Centre Hotel in Vancouver, tude to the members of the Headquarters Confer- Front-line Registration Managers: Annette Greene and British Columbia. ence Committee for their splendid commitment and Morna Christian professionalism in the different stages of this excep- The Opening Ceremony tional event, particularly, to Conference Chairperson, was replete with formality Cathrine Froese Klassen; Registration Chairperson, and fanfare. Greetings were Dr. Stephen Klassen; and Program Chairperson, Dr. brought by Geoff Meggs, Edna McMillan. Deputy Mayor of Vancouver, We greatly appreciate the University of Winnipeg and Dean Ken McCluskey of for hosting the Headquarters of the WCGTC and for The University of Winnipeg, providing financial support. Thanks also go to the who also received the Inter- International Centre for Innovation in Education national Creativity Award. (ICIE) for sponsoring the WCGTC journal, Gifted Edna McMillan was awarded Eight-year-old vocalist, Hannah McKinley Brandon, and Talented International (GTI). the Distinguished Service singing “Somewhere over the Rainbow” Award for her many years of In my capacity as the new President of the WCGTC, devoted service to the WCGTC. Besides the young vocalist, other enter- I thank each one of you for your continuing support. tainers included twelve-year-old flautist, Zachary Kellogg (Washington I am honored to lead this international organization state), accompanied by his father, and world-class violinist, Rosemary Sie- and pledge to you that I will serve it with high moti- mens (Vancouver), accompanied by pianist Victoria Goman (Uzbekistan). vation, commitment, and responsibility.* To the surprise and amazement of the audience, Rosemary and Zachary *Abridged version of the speech delivered at the Closing improvised two selections, never having played together before. The Le-la- th Ceremony at the 18 Biennial World Conference in la Dancers from Vancouver Island, led by George Taylor, provided not only Vancouver a glimpse into the culture of the Kwakwaka’wakw nation, but also a mes-

Page  sage revealing assessment and the identification of the gifted as he exposed their values, how non-verbal testing can serve as a reliable tool, particu- through larly as it can cross cultural and linguistic barriers. Dr. Lannie which the Kanevsky applied Vygotsky’s zone of proximal development gap between theory to differentiating learning experiences for gifted learners. and among Canadian artist and naturalist, Robert Bateman, advanced the cultures importance of exposing children to the natural world to improve was quickly their learning opportunities. These sessions provided the foun- bridged. dation for some The reception 380 presentations followed in covering all the the exhibit major themes in Flautist Zachary Kellogg and violinist Rosemary Siemens area, where gifted education. Pearson—our Platinum sponsor—and a host of exhibitors, Many participants among them many of our affiliates, were promoting their prod- took advantage ucts and benefits of membership. Jamnation, a group of instru- of the evening mentalists comprised primarily of UBC students, jazzed up the entertainment. On evening as old acquaintances were renewed and new ones were Wednesday night, made, while the Sheraton served a lavish array of hors d‘oeuvres two hundred at- represent- tendees cruised the ing four Vancouver harbour different Biennial Conference Chairperson, Cathrine Froese as the sun set over regions of Klassen the waters—an ex- Canada, perience that sup- from the plied nourishment west coast and relaxation for and the body and soul. prairies The gala dinner to the the next evening eastern The Le-La-La Dancers, with George Taylor (second from the right) offered exquisite French west-coast cuisine and Maritimes, from salmon and wild mushrooms to cassolette and a fastidious and clam chowder. and engaging The Conference, in a spacious, well-appointed venue, began presentation by a with significant pre-conference sessions, conducted by special- Dr. Den-Mo Tsai presenting the President’s Award to young NBC Vice- ists noted in their field: Dr. Ken McCluskey on ADHD, Dr. Don Dr. Stephen Klassen, Registration Chair and IT and President, Dean Treffinger on creative problem solving, Dr. Lynn Berresford Website Manager McFlicker. A gifted and Rose Blackett on assessment, and Dr. Daria Danylchuk on dancer, choreographer, producer, and director, he shared seven the transition program at the University of British Columbia. creatively composed and illustrated lessons that he had learned Featured keynote addresses drew wide appeal and interest. Dr. in Hollywood and showed how these lessons can be applied Joe Renzulli redefined the role of gifted education for the st21 to the nurturing century, highlighting the implications (sometimes uneasy) of and educating of technological advances and their impact on programming and gifted and talented service delivery. A joint keynote by Drs. McCluskey and Treffin- children. ger demonstrated The Closing Cer- how creative prob- emony included lem solving can be outgoing Presi- used to empower dent, Dr. Den-Mo students, especial- Tsai, awarding the ly at-risk students. President’s Award Dr. Jack Naglieri, to the Confer- a researcher and Ten-year-old Shane McKinley Brandon, delivering her ence Chairperson, prolific developer address at the Closing Ceremony Cathrine Froese and author of as- Klassen, and to the Registration Chairperson, Dr. Stephen sessment instru- Klassen (University of Winnipeg). Dr. Tsai also recognized key Dr. Ken McCluskey and daughter Amber, with guest ments, dispelled conference support personnel and, as his final act of duty, trans- speaker, Dean McFlicker, at the banquet many myths about

Page  year-old autistic artist and musician, For individuals, such as Prof. Humphrey Leland Lee, who will be featured in a Oborah, the experience has made it pos- documentary film on autistic prodigies sible for him to influence policy-making next April, was acknowledged for his art and program delivery in a progressive exhibit, “Of Moose and Men,” on display and constructive way (See p. 8). For throughout the conference. He stood young Leland Lee, it presented new op- as athe quintessence of what has been portunities with the commissioning of heralded as the modern-day message in an art collection at a new music school gifted education—to have all gifted and in Vancouver. Reports like this attest to talented children reach their full poten- the fact that we, as members of the World tial. Council, are, indeed, working in a mean- ferred his office to the incoming President, The feedback on the World Conference ingful and beneficial way to accomplish Dr. Taisir Subhi Yamin, who then delivered has been exceptionally positive, in terms our mission, and we must continue to his succession address. of both its organization and the program. strive in this direction as we prepare for The conscientious effort to include gifted A number of participants from vari- the 2011 conference in Seoul, Korea. children in the conference was not to be ous areas of the world—from Africa to overlooked in the closing. First, in dramatic Scandinavia—have already indicated how Cathrine Froese Klassen fashion, the already mentioned child guest their attendance and participation in this Biennial Conference Chairperson speaker, Shane, presented her view on how event have provided new and productive to teach a child perfectly—and it does not opportunities for networking and even for involve sitting in a desk. Second, eighteen- productive political involvement at home.

WCGTC Conference 2011

It is customary for the succeeding conference site to be an- nounced at the Closing Ceremony of its preceding conference, and this was the case in Vancouver this past August. The an- nouncement was made by Public Affairs Committee Chairper- son, Professor Kyungbin Park of Kyungwon University. Also accompanying her was Dr. Sukun Jin of Konkuk University.

Please, note the particulars and begin to plan early to attend:

Date: August 8 – 12, 2011 Place: Seoul, Korea Conference Venue: Convention Center, Incheon University Accommodation: Sheraton Incheon Hotel (main conference hotel, five-minute walk to the venue) and the University dormitory Professor Kyungbin Park

Page  Reports of the Scholarship Recipients Fatma Can Teacher of English, The Ankara Science and Arts Centre Ankara, TURKEY

The wish of former WCGTC President, Dr. Den-Mo Tsai, to “promote the dream of a teacher from far away” was foretelling. My adventure began in June 2008 when I noticed information about the Barbara Clark Scholarship on the WCGTC official website. I asked myself, “Why not?” as I always do while teach- ing my students. I knew of the World Council and its biennial conferences, which serve as a unique gathering of organizations and people in the gifted and talented field. Participation in the coming 18th Biennial Conference in Vancouver would take me from my home country of Turkey to Canada and would intro- duce me to new perspectives and fresh relationships for any project or study in the field. As well, I could introduce Turkish gifted and talented studies to the world. I took my chance, ap- Fatma Can at the Ankara BÝLSEM booth plied, and forgot all about it. responsibility not to prune gifted and talented children, but to understand and encourage them, primarily for their own well- When I was informed by an e-mail that I had been selected to being. As a teacher, the little lady’s speech deeply impressed me. receive the scholarship in December 2008, I did not know Cath- rine Froese Klassen or her colleagues. This great team made me My final words are dedicated to the organizers of my Vancouver a member of this global event, organizing all details of my stay adventure. I would like to thank each member of the Executive in Vancouver for the Conference. Committee for awarding to me the Barbara Clark Scholarship. In my opinion, offering such a scholarship is a concrete advo- The Conference exemplified the title of “world,” hosting cacy of the WCGTC for our gifted children worldwide. I will be researchers, academics, students, parents, and gifted chil- following the next steps of the Council with interest. dren from remote parts of the globe. Meeting nationals of my country’s neighbour, Iran, and the participants from Ukraine, I also want to extend my thanks and satisfaction to the Confer- Australia, Korea, the United Kingdom, New Zealand, Mexico, ence Committee for carrying out such a comprehensive event Trinidad, and Tobago, and many more places, proved the con- successfully and with great dedication. The Sheraton Vancouver vergence effect of WCGTC to me. I was fortunate to talk about Wall Centre Hotel staff was so kind and helpful, as were the my Centre and my country with all these people at the exhibi- Vancouver residents. My highest appreciation is for Cathrine tion booths in the mornings. I could also exchange ideas during Froese Klassen and Dr. Stephen Klassen, for organizing all the coffee breaks. (By the way, I really like the way Canadians details of my adventure from the very beginning until the end. bake!) Hats off to them! The 18th Biennial Conference covered ten main streams, ad- Finally, I would like to thank my colleague, Mr. Onur Agaoğlu, dressing the interests of participants with diverse backgrounds for his valued support during the travel, the stay and the confer- and conditions in their gifted education studies. Sometimes I ence in this unforgettable Vancouver adventure. had to reduce the number of paper presentations, workshops, Fatma’s Conference Presentation seminars, and keynote speakers I had marked to attend; how- ever, the ones I could attend fascinated me with their enrich- Cognitive Clues of Giftedness in Foreign Language Study ing and sharing quality. While I was taking notes of sample Linguistic abilities are also the manifestations of cognitive abili- activities for my students in a session, I could also listen to the ties. Foreign language study with the gifted can be considered academics in another session to share their fresh ideas in detail as a means for catching further clues of giftedness or specific with my colleagues in my country. One of the keynote speakers, abilities, as well as fostering prior clues. This study aims to pres- Dr. Jack A. Naglieri, caught my attention on the significance of ent a set of cognitive clues that can be obtained from foreign the identification strategies beyond cultural and linguistic limits language study (mainly English) with gifted children. Specify- in his speech on nonverbal ability tests. Dr. Ken McCluskey ing different learning and thinking strategies within foreign was another speaker who extended my perspective on creative language study with the gifted, a number of cognitive clues are problem solving and talent development. considered, such as analytical thinking, abstraction, and con- The opening ceremony was a festive meeting of gifted and versational inferences. How these clues are handled with regard talented children with the participants. They captivated the to identification of specific cognitive abilities is discussed and audience with their wonderful performances. Some part of the the significance of linguistic research related to giftedness is closing ceremony was organized to remind us of the serious highlighted.

Page  an inspiration and, when we met again, Columbia. All the usual concerns about it was good to be able to report that I had gifted students entering university early published four journal articles. in terms of socialization were dispelled I found the Conference to be interesting, by speaking to the students themselves. given the nature of the debate and discus- They described this as not being a prob- sion which took place during sessions lem, as they were already used to campus and social times. One of the problems of life since their school was located on the coming from a very small place (North- campus. One of the challenges identified ern Ireland has only 1.7 million people) is was that about 28 out of the 30 students that one is inclined to think that the local appeared to be from Asian ethnic groups, experience is the way the world works. It compared with an Asian population in is only with a wider perspective, gained Vancouver of around 45%. This may be through attendance at world conferences, an area for my doctoral level research as, that one is able to rationalize and appreci- clearly, Asian families appear to value David Ryan ate that differing perspectives on the same education highly and the students appear to be highly motivated. This compares Queen’s University, Belfast, Ireland phenomena can result in vastly different interpretations which, in turn, enable unfavourably with the fact that, in inner one to reflect critically on better ways of city areas of Belfast, large numbers of th My exposure to the 18 Biennial World understanding gifted and talented educa- families have become disengaged from Council for Gifted and Talented Children tion. One of the feelings I took away was education and face second and third Conference in Vancouver started some that, in considering the lack of agreement generation unemployment. two years ago at the conference held in on a wide range of aspects, I found myself The second area was in delivering my Warwick. I was attracted to the publicity asking the question whether, given the paper on developing a non-IQ based booth for Vancouver and was amazed at small nature of the gifted and talented assessment tool for giftedness and being the setting of the city and the reported educational community, more attempts able to receive critical feedback through friendliness of the Canadian people. should be made at conferences to seek to a summative questionnaire, which will Since that time, I have carried a Canadian bring about convergence and to achieve now be used to develop the tool further. flag sticker on my briefcase as a reminder greater consensus. Finally, the networking opportunities are that I had resolved to visit Vancouver. The social program at the Conference second to none, as contacts were made The receiving of a Barbara Clark Scholar- deserves a special mention, as one cannot across the world. ship made my attendance at the Confer- easily forget what the Canadians refer to Critically, the Conference was a worth- ence possible, as assistance was offered as “awesome” sights viewed on the cruise while experience, with my only concern with the travel costs. The reported friend- as the sea was bathed in red sunset and being the high costs associated with liness was in evidence from the time I set the lights came on in the downtown area. accommodation. This may have limited foot on an Air Canada flight. The landing There were a number of aspects of the attendance of participants from the in Vancouver provided an amazing vista Conference that provide added bonuses developing world. This is something from the aircraft. for attendees. The first of these was in that I would encourage the organizers of Working in the field of gifted and meeting gifted students who had been future conferences to bear in mind when talented education, I have come to ap- identified for an accelerated transitions arranging accommodation and venues. preciate that the community of converts program at the University of British to the concept is relatively small on the world scale and, for this reason, it was wonderful to meet people whom I gotten David’s Conference Presentation to know at previous conferences and from far-flung places, as well as getting Using a Whole-Brain Learning Model to Assess Giftedness to know new people. Tribute should be Ryan, David. Queen’s University, Belfast, Ireland paid to the way in which the community Within Northern Ireland (NI), it is only in recent years that developmental work of gifted educators offers support to each has started in terms of gifted and talented education. One of the primary concerns other, as well as assistance in the develop- of gifted and talented education, namely, how to identify gifted students, has posed ment of relative newcomers, such as me. dilemmas for educators in Northern Ireland because there are institutional limits on One way in which this was witnessed access to educational, psychological assessment to determine IQ. Additionally, given was in Warwick when a colleague from a number of issues concerning IQ, the author has sought to develop a straightforward Australia asked me if I had published any assessment tool for giftedness, based on assessing characteristics of whole-brain learn- material, suggesting that “…if I wrote the ing and creativity. The presenter of this paper will provide the rationale and back- way I spoke, it would make for interest- ground to the assessment and report findings on the pilot phase of the tool for gifted ing reading.” This statement proved to be and talented assessment.

Page  Gifted and Talented Children Advocacy Hits Africa at Long Last

After many years of weak repre- The World Council congratulates sentation, there is hope that Gifted and encourages Prof. Oborah, first, and Talented Education for Africa’s on his election and the outlined children has a voice. ambitious plan for the advocacy The World Council for Gifted and of gifted and talented education Talented Children (WCGTC) and with his team, and, second, on his The University of Winnipeg Inter- significant presentation during The th national Office are pleased to note a 18 Biennial World Conference on new and vigorous advocacy of their Gifted and Talented Children in rd separate and distinct ideals in Africa. Vancouver, Canada, August 3 to 7th (See abstract below). The pre- The African Council for Gifted and sentation and the DVD on wasting Talented (ACfGT, The Millennium gifts and talents in Africa went a Learning Targets) has embarked on a Prof. Humphrey Oborah, President of The African Council for Gifted long way in inspiring participants very encouraging advocacy mission and Talented (ACfGT, The Millennium Learning Targets) and members of the World Council that involves the creation of The African Council for Gifted and for Gifted and Talented Children. Talented Secretariat office in Nairobi, Kenya. The WCGTC affirms its commitment to support the growth In the recent elections held, Prof. Humphrey P. O. Oborah (Ke- and development of the Africa Council for Gifted and Talented nya), who is a member of WCGTC, was elected President of the (ACfGT, The Millennium Learning Targets), as an affiliate African Council for Gifted and Talented (ACfGT ) and man- member of the WCGTC, into a loud voice for gifted and tal- dated to spearhead the new developments in research and col- ented children in Africa. laboration with the WCGTC, while creating a secretariat in all African countries. The following individuals were nominated as To begin with, faculty members of the University of Winnipeg, interim officials: Dr. Jean Mpohosa (Mozambique), Vice Presi- who are also members of the WCGTC, are making plans to dent; Prof. Samuel Mafegere (Zambia), Secretary General; Dr. visit Nairobi, Kenya to make presentations at the first mini- Trunashe Osman (Senegal), Deputy Secretary General; Prof. conference in Africa, which will take place on March 26, 2010, Kofi Limade (DR Congo), Treasurer; and Dr. Moussa Abdanel in Nairobi. This will involve Dr. Ken McCluskey’s introduction (Egypt), Deputy Treasurer. and application of his “Lost Prizes” project, which targets at- risk learners, as well as presentations by other University of Despite many years of world advocacy for gifted and talented Winnipeg faculty. It will also be a key step to enabling the children, there has been little representation of Africa in the WCGTC to observe progress made so far by ACfGT. conferences and, more importantly, little active participation at the local level. With the new ACfGT initiative, significant Humphrey Oborah progress is being made. Building plans for the DALC (Digital President, The African Council for Gifted and Talented Advisory Learning Centre) Open University include the Head- quarters of The African Council for Gifted and Talented (See design below).

WCGTC Conference Presentation Death of Talent at Onset: The Politics of African Examination and Admission Processes Oborah, Humphrey. been expressed that they discriminate Millennium Learning Targets, Kenya against some communities, rural popula- Public examinations are fundamental to tions, girls, and students whose first lan- education in Africa. The key function of guage differs from that of the examination. these examinations is to select students In order to address these issues, most of for limited elite placements in schools. the examination bodies resort to a number Public examinations also serve as an of manipulations of the examination marks accountability function for teachers and in the name of standardization, modera- schools. Despite their central role, critics tion, compensation, or quotas. The collec- have challenged their quality and useful- tive effect is that giftedness and talent are ness. While education policies, especially not considered and, therefore, silently die. in Africa, are intended to allocate scarce This paper will examine a myriad of issues Future Headquarters of the African Council for Gifted educational benefits in an objective and related to examinations and admissions and how they kill talents and gifts. and Talented at DALC (Digital Advisory Learning unbiased way, concerns have sometimes Centre)

Page  From the Mouth of a Wunderkind and his Mother

hen I first met with Zachary What advice would you give to your peers? WKellogg in Bellingham, Washing- Practise hard! And meet lots of people in ton in December of 2008, I invited him your field. You may be good in your local th to perform at the 18 Biennial World school, but there’s a really big world out Conference. It took no effort on his part there! to endear himself to me as he responded How do you memorize a piece of music? to my questions with charm and wit. You, especially those of you who heard this Well, I have perfect pitch, so I look at it twelve-year-old in performance in Van- once and I have it memorized. couver, have the opportunity to become Describe for me what is going on in your more closely acquainted with him in the mind when you perform a piece. Are you following interview. oblivious to the audience? I am very aware of the audience. I like to When did your interest in music begin? Zachary Kellogg, with his mother Becky Cain-Kellogg play all of my concerts memorized and, since I’m not glued to the music, I can I was a really good dancer, and my mom Do your closest friends have a special play to the audience. wanted me to be able to read the music talent? if I had to choreograph a show, so she Are there other activities that you enjoy No. started me on flute because she had done that are not in the musical field? some stuff with woodwinds, and now the Who has been the most influential person I love to bake, especially cakes, and cook. in your music development? dancing stopped and the flute took off! Do you spend time reading and, if so, what When did you first begin lessons? All my wonderful music teachers! Man, types of books do you like to read most? they do a lot for me! I began my music lessons when I was six Cook books and cooking magazines. What is your favorite musical piece, and years old and in the first grade. In what grade are you at school and which what is it about that piece that makes it Did you consciously choose your instru- courses do you enjoy the most? your favorite? ment? I’m home schooled, but I will be in sev- Man, there are so many that I love, I Like I said, my mom had done stuff in enth grade, and I like music the most! can’t pick, but, if I had to, it would be the woodwinds, so she chose for me, but if I “Chant de Linos,” by André Jolivet. It’s How have you managed to keep up with had to choose, I really love the flute, so my favorite because it is very, very hard! school work? I’m not going to change! Who is your favorite musician, and why? It’s been hard at times, but I just started a When did you first realize that you had new online program that is working out My jazz mentors and teachers that I have unusual ability in music? really well. done recordings with: Jim Walker, Holly Well, my mom was a school music Hofmann, and Ali Ryerson. Has the school acknowledged your talent teacher, and I went to the school where and giftedness and made accommodation Who is your favorite composer? she was teaching, and so we did my flute for you to allow you to concentrate on your lessons in the car while she was driving. Mozart, Bach, and Mozart! musical gift? If so, how, and did you have She would turn on the radio and I would How much time do you devote to music to request the accommodation? just play with it and I would use my ears practice? Well, my mom is my teacher and she has. to hear and play the notes. A couple hours a day. You have to prac- The local school district won’t work with Do you play any other instruments? tise if you want to be good! us. We tried and they don’t understand at Well, I take piccolo lessons, and you have What is your greatest musical achieve- all where I am. I’m not in their textbooks. to take that kind of lesson because it has ment? a ton of other fingerings to get it better Having the top classical teachers in achary’s mother, Becky Cain-Kellogg, in tune, alternate fingerings. I also play the country recommend me for per- shared with me what is involved in piano and play for church a lot, but I’m Z formances and be willing to perform bringing up a gifted child—for the par- pretty much self-taught. with me—Jim Walker, at University of ents, the family, and the child. Do you have siblings and, if so, how do they Southern California and Colburn School When did you first realize that your child view your giftedness? Conservatory of Music, and Carol Win- had a special gift? I have two brothers and three sisters, so, cenc of Juilliard. When he was five and started dancing. six kids, but they support me, for the most Do you have a career goal? The tap teacher did one lesson with Zach part. I would like a solo career. and said he had never seen a kid like this.

Page  He danced with the same skill that he geles, so there is the sacrifice of time and now plays the flute. Now, the dancing is Zachary has played the flute for money to enable him to do this. I sit in gone and the flute remains. five years and piccolo for three his lessons and am so thankful he is able How did you begin to nurture his gift? years. In that short time period, to do this. His teacher is so amazing! The flute went everywhere with him. he has achieved many honours, What advice would you offer to mothers I taught him flute lessons in the car among them winning the Na- with young, gifted children? everywhere we went for two years. Then, tional Flute Association Jazz Flute To decide how far you want your child he played better than I did and we had Big Band Competition and the to go. If they are going to “make it,” it is a to find another teacher. Outstanding Soloist Award in the huge commitment. It’s a full-time job and Lionel Hampton International Jazz What are the greatest challenges of rear- very costly. Zachary wants a solo career, Festival (2009), being the Concerto ing a gifted child? so we attend the annual National Flute Finalist in the Seattle Young Artist Association conventions. He knows many If the child is going to reach his full Music Festival, and performing on potential, there is a lot of money and of the top flautists in the country and the piccolo with the Seattle Sym- they know him. This has been so impor- time involved. Every extra penny—tax phony (2008). refunds, for example—are all earmarked tant for him. Also, if your child is gifted for Zach’s competition trips or other in a field other than your own area of ex- pertise, learn as much about their field as musical expenses. Right now he takes His brothers and sisters are pretty much three one-hour lessons a week and I you can. Don’t sit back and trust teachers very supportive. The younger two don’t or other people to guide your child’s ca- drive about 250 miles, round trip, for know anything else. Zach’s music is part the lessons. His primary classical teacher reer. Many teachers want to further their of their lives. Zach has always done this, own careers and aren’t looking out for lives in Los Angeles, so, once a month, and the lessons and trips, and such, we fly down there. The other weeks, the best interests of your child. Nobody are part of life. For me, it is a second cares more for your child than you do, so he takes his lessons online. The other career. I drive him, make sure travel challenge is being “fair” to the other parents need to take the lead behind the arrangements are in place, design and scenes. Also, you need to realize children in the family. This is really a update his website, and work with him tough one since they know the time and (a) people are interested in your child, to plan programs and future music. It not you, and (b) let the child handle as expense involved for Zachary. Also, at is as much my life as his, at this point. I age twelve, Zachary has a career, not just much as he (or she) can as soon as he is could be working for him full-time if he able. For instance, at our first national a hobby. That means taking it seriously paid better! and marketing, attending conventions, convention, Zachary was only nine, and I To what degree did you have to act as an for example, just like you would for an ended up answering most of the ques- advocate for your gifted child? adult. tions. Now, Zachary is able to network Being a musician myself, I saw what on his own, and I stand back and don’t What are the greatest joys in rearing a ability Zach had. I had to find the best speak unless spoken to. Pushy, obnoxious gifted child? teachers and, luckily, had the back- parents will stall a gifted child’s career Watching him develop into a really qual- ground to know who the best were. faster than anything. ity person and seeing the respect others Once contact was made, Zach’s talent have for his ability. Also, he has true spoke for itself; however, he is home- Cathrine Froese Klassen, in cooperation passion for the flute. His love for it and schooled since the local public school what he does is very rewarding to watch. with Zachary Kellogg and Becky Cain-Kel- will do nothing to help further his logg What is the effect on family life and on abilities. I also spend a great deal of time your personal life in attending to the searching for competitions for him, and development of your child’s special gift? so forth. Again, he studies in Los An-

Page 10 A Gifted Overcomer: Leland Lee

Leland Lee, with his exhibit at the 18th Biennial World Conference

Leland Lee was born on May 29, 1989, to a Taiwanese Ameri- Hundred Remarkable Kids” by the Los Angeles Times in 1999. can family in Los Angeles, California. At about 18 months of Art is not the only area in which Leland excels. As a competitive age, his parents noticed a drastic change in his behavior—from swimmer, he participated in a Special Olympics program at the an interactive, verbal child to a whiny, crying toddler who age of ten and, as his progress increased, he earned a place on threw temper tantrums for no apparent reason. Most troubling one of the city’s swim teams where he competed with regular of all, Leland stopped communicating and regressed into a swimmers. In Taiwan, in 2005, he won one gold and two silver state of non-responsiveness and reclusion. After numerous medals in a national swimming event. He also finds time to diagnostics and testing, medical experts confirmed Leland to help out in the family-owned bakery, go horseback riding, play be autistic. guitar, and sing. Leland’s parents first noticed his interest in art when he was Leland has been chosen by Lin Z. Sheng, the winner of the 1997 about four years old. Within a short time, he had produced Golden Palm Award in Cannes International Film Festival, as several hundred drawings, with no two exactly alike. It was not one of his subjects in a documentary film on autistic children, until Leland was eight, though, that his talents were noticed. entitled, “Twinkle, Twinkle Little Star.” Among the filming sites Experts from Leland’s school district heard about his abil- for this film are the Louvre, the Museum d’Orse, and the WC- ity and evaluated him by asking him to replicate some of the GTC 18th Biennial Conference. This documentary film will be Renaissance masterpieces. He recreated them with amazing presented at the 2010 Cannes Film Festival in Taiwan in May. likeness and ease. As a consequence of Leland’s attendance at the Conference and Leland also demonstrated ability for eidetic recall by repli- his interaction with conference participants, particularly Olga cating various scenes with remarkable detail and depth. His Lockwood, he was invited to exhibit some of his artwork at ability to replicate, however, did not diminish his inventive and the official opening of Lockwood’s Mozart School of Music in creative skills. Leland expressed these skills in a personalized Vancouver at the end of September. interpretation of original art. It was an honor to have Leland and a selected exhibition of his The most remarkable aspect of Leland’s art is his unique per- artwork at the Conference. Leland is a true example of those ception of the world. What he lacks in verbal communication “gifted and talented” children who are in the hearts and minds skills, God, he says, makes up by giving him an exceptional, of the members and contributors of the WCGTC. visual acuity and vivid imagination. Leland’s accomplishments in the field of art are many. He Cathrine Froese Klassen showed his work at several art exhibitions in Southern Califor- WCGTC Executive Administrator nia and Taiwan and won numerous first-place prizes in com- petitions and festivals. He was also chosen as one of the “One

Page 11 WCGTC Election 2009

For the first time in the history of The of being a Fulbright scholar had a strong, since then, has been active in the work World Council, Headquarters conducted positive impact on my career and life. In of WCGTC and has presented research the elections for President and Executive 1997, I became the first Fulbrighter wel- at four of its world conferences. She has Committee electronically, as authorized comed to the Gifted Education Program at promoted WCGTC and its conferences by the World Council 2009 Elections the University of Connecticut. During that throughout Australia among gifted educa- Committee. The two elections were held experience, I had the opportunity to work tors and has contributed to the Australian in two nine-day periods in March. Every with Joe Renzulli and other highly quali- reports for WCGTC newsletters. eligible voter was notified, and no one fied staff and students at the National Re- Recently, she has focused her research was disenfranchised—a major improve- search Center on the Gifted and Talented interests in two particular directions—re- ment over surface mail which previously (NRC/GT). I also learned to appreciate, in searching gifted education programs in resulted in ballots not being counted due a more intense dimension, the saying that Victoria secondary schools and talent to their arrival at Headquarters well after the world is a small global village and that development of gifted females. In the the deadline and the announcement of high-quality global education should be a State of Victoria, only two selective high the election results. priority. schools exist specifically for academically The voting software, operated by a major, During my stay at the University of Con- able students from Years 9 to12—one multinational voting service company, is necticut, I also had the opportunity to school for girls and the other for boys. A not only entirely secure and confidential, develop the first prototype for the “com- new, co-educational, selective school for but is also developed on election fairness puterized, multiple-criteria identification Year 9 to 12 students is being developed to theory. We not only had an unprecedent- process.” begin in 2010, as well as a Senior Sec- ondary Science School. Leonie has spent ed number of voters, but also a higher Every day our world gets smaller as numerous hours in connection with these percentage of eligible voters casting their things, like the Internet and telecommuni- new projects. ballots. cations, improve; therefore, technological innovations, such as the Renzulli Learning Another area of research for Leonie has been the SEALP (Select Entry Acceler- The successful System, will be powerful influences. ated Learning Programs), which has been presidential I value teamwork, dialogue, honesty, established in over 30 secondary schools candidate was integrity, cooperation, and collaboration in metropolitan and rural Victoria. In Prof. Dr. Taisir as a part of our continuous improvement 2004, she and her colleague, Dr. Margaret Subhi Yamin, efforts. I honor the trust placed in our Plunkett, evaluated all the SEAL programs who assumed team to develop projects, to run programs, across Victoria, the recommendations of his position to build a strong network, and to prepare which resulted in the expansion of these on August children for their role as productive world programs. 7th. When citizens. asked for his She has been involved in the evaluation post-election of an extension program for talented stu- The four other successful Executive remarks and his vision for The World dents which was devised for gifted girls in Committee candidates were Leonie Council, he issued the following response: a leading independent secondary school. Kronborg (Australia), Julia Link Roberts This program, initiated in 1999 and based (USA), Klaus Urban (Germany), and on research in gifted education, has been The WCGTC must continue to expand Leslie Graves (Ireland), each of whom providing optimal educational experi- and to extend its activities and resources. have shared their history and profes- ences for highly able girls in Years 7 to 10 My vision is to build on our reputation as sional interests. in a range of talent domains ever since. a global, professional, leading organiza- tion, dedicated to discussing, analyzing, Concerning her interest is in the area of Dr. Leonie creating, and advancing solutions to the talent development for gifted females, she Kronborg challenges facing the development of gifted says, is a Univer- education. As the next President of the My interest in this area has emanated sity Lec- WCGTC, I am willing to work with the from my own daughter and my teaching turer in Gifted members of the new administration and experiences as coordinator and lecturer of Education at to put in a lot of hard work to make the postgraduate studies in gifted education Monash Uni- opportunity a success. at Monash University’s Clayton Campus, versity in Aus- where amongst my students I have taught In 1996, I had the honor of being selected tralia. She first attended a WCGTC con- for the Fulbright Award. The experience many highly able females on campus and ference in 1993 in Toronto, Canada, and, off campus. Most achieve highly; yet, others

Page 12 find the university commitment over- learning environment in which they take on giftedness in 1980. He was organizer whelming amongst their many other com- classes in their interests and pursue their and researcher of the first German and peting responsibilities. I have often reflected passions. Theatre outings, concerts, cook- European pre-school group for gifted on what makes the difference in the lives of outs, and numerous athletic and creative children and initiated and organized the those who succeed and those who do not games are included in the experience. first German creative-writing competi- In addition to the aforementioned Julia has been a member of the WCGTC tion for young people in 1985. research projects, Leonie completed her since 1987 and an elected delegate from Together with Wilhelm Wieczerkowski, doctoral studies on seven talent domains the United States for four years. She has Harald Wagner, and Arthur Cropley, that have contributed to talent develop- presented sessions at eight WCGTC he co-organized the highly successful ment in the lives of eminent Australian World Conferences and sessions on The 5th WCGTC World Conference held women. World Council at three of the last four in Hamburg in 1985, hosting 1,200 It is evident that Leonie brings to the conferences of the National Association participants from 49 countries. He has Executive Committee of the WCGTC for Gifted Children (USA). served as a keynote speaker at several a wealth of valuable knowledge and As a person who has advocated for gifted international conferences, including the research experience in the field of gifted children at the local, state, and national 11th World Conference in Hong Kong in and talented education. levels for over 25 years, Julia is looking 1995. forward to working with the Executive Klaus has written and edited numerous Committee and members of the WCGTC Dr. Julia Link books and articles and has twice contrib- to refine effective advocacy strategies. Roberts is uted to the International Handbook on Her experience and perspectives will be a Mahurin Giftedness (1993 and 2000). His most re- valuable resource for the WCGTC at the Professor of cent article, in the English language, will Executive Committee level. Gifted Studies be published soon in the third edition of at Western C. June Maker and Shirley W. Shiever’s Kentucky Prof. Dr. Klaus Curriculum Development and Teach- University in K. Urban ing Strategies for Gifted Learners. He is the United knows The noted for his creativity test, the Test for States. She is World Council Creative Thinking-Drawing Production also a found- almost from (TCT-DP), and the Components Model ing director its beginnings. of Creativity, which are well appreciated and Executive Director of The Center His first in- and in use, worldwide. for Gifted Studies and the Carol Martin volvement was With Klaus’ past experience in various Gatton Academy of Mathematics and the 3rd World roles in the WCGTC and his ground- Science, through which she has directed Conference in Jerusalem in 1979, where breaking work in gifted education in international travel study opportunities he was elected as an Executive Commit- Germany, he brings essential knowledge for middle- and high-school students in tee member for the first time. He was and understanding to the Executive Russia, China, Great Britain, France, Italy, re-elected in 1983 and served for eight Committee. the Netherlands, Germany, and Belgium. years, two years as Vice-President under President A. Harry Passow. After func- Julia envisions the WCTGC increasing its Leslie Graves was re-elected to the influence as an advocate for gifted chil- tioning as a delegate for Germany and as Chair of the Research Committee, he Executive Committee, having served a dren, developing a core set of advocacy two-year term messages to promote gifted education, was elected, once again, to serve a four- year term as member of the Executive for a position and increasing its visibility by initiating which had and maintaining partnerships involv- Committee in 1995 and then as President from 2001 to 2005. During his term as been vacated ing educators and students from various prematurely. countries. President, the Headquarters office of the WCGTC moved from California to The During the last One of Julia’s key involvements is with the University of Winnipeg. two years, she Summer Camp for Academically Talented chaired the Middle School Students (SCATS) and the Klaus was a professor of Psychology Awards and Summer Program for Verbally and Math- in Special Education at the Faculty of Scholarships Committee and served on ematically Precocious Youth (VAMPY). Humanities of the Leibniz University of the Elections Committee. th Hannover, Germany. Gifted and crea- This year marks the 27 summer of these For many years, Leslie served as a del- five-week, residential programs that she tive education has been his main area of research and teaching for many years. As egate to WCGTC for Ireland and acted began and has directed every summer. as its news correspondent, serving as a Young people from approximately 20 one of the pioneers of the gifted educa- tion movement in Germany, he co-organ- valuable advocate for the WCGTC at states and three to four countries come home and abroad. She has attended three together to create a wonderful living and ized the first West German conference

Page 13 WCGTC Biennial Conferences and pre- supporter from Toronto, Canada, and EC Committees sented at the 2007 conference. Formerly, Ngarmmars Kasemset, the Director of the she was the Chairperson of the Irish As- Thailand–The Gifted and Talented Foun- for 2009 – 2011 sociation for Gifted Children and editor dation (TGT) in Bangkok, Thailand. At the August 7th Executive Committee of its newsletter. The newly elected Executive Committee meeting, the various committees were Recently, at the 2nd Centre for the Tal- had its first opportunity to meet face-to- formed and chairpersons were named. ented Youth of Ireland Conference, Leslie face at the recent conference and to begin They are constituted as indicated below. made a comprehensive presentation on its planning for the next biennial term of Awards and Scholarships Committee the Irish legislative position in regard office. L. Graves (Chair), L. Kronborg, to gifted children. She is also pursuing N. Kasemset, and E. McMillan a project with the National Centre for Cathrine Froese Klassen By-Laws and Policies Committee Technology in Education, which involves Executive Administrator continuing work in website develop- E. McMillan (Chair), K. Urban, ment with useful links for the educators L. Kronborg, and J. L. Roberts and parents of gifted children, and she Finance and Fundraising Committee continues to be a contributor to the Irish J. L. Roberts (Chair), K. Urban, support network website, www.gifted- E. McMillan, and one more to be kids.ie. appointed from the membership Leslie’s hope for WCGTC is that it will Elections Committee evolve into a fully functional, global K. Urban (Chair), J. L. Roberts, and support network for gifted individuals L. Kronborg worldwide and that it will explore ways World Council Conference Committee in which it can be of greater significant The Executive Committee, with T. Subhi service to developing countries. Yamin as Chair and N. Kasemset as The only two members whose positions liaison were not up for re-election are Dr. Edna Research McMillan, a long-time active WCGTC L. Kronborg (Chair) and three others to be appointed from the membership New Executive: (left to right) Dr. Julia Link Roberts (Treasurer), Prof. Dr. Klaus Urban, Dr. Leonie Kronborg, Leslie Graves (Secretary), Prof. Dr. Taisir Subhi Yamin (President), Dr. Edna McMillan (Vice-President), Ngarmmars Kasemset, and Cathrine Froese Klassen (Executive Administrator, ex officio)

Page 14 DELEGATE DISCOURSE

“Continuing Conversations – A Con- peers in specific curriculum fields; ference about Differentiation for Gifted and, Argentina th Students,” which took place August 12 • fully selective and funded schooling, The Foundation for the Evolution and th and 13 , 2009, was well organized by like that offered at Perth Modern Creativity (Fundacion para la Evolución the Victorian Association for Gifted and del Talento y la Creatividad), in order to School (Academic) and John Curtin Talented Children (VAGTC). Carol Ann College of the Arts (six domains). enrich its activities, has inaugurated a Tomlinson, John Geake, Leonie Kron- One of the latest developments in West- plastic arts workshop where parents and borg, Margaret Plunkett, Wilma Vialle, ern Australia is the centralized selection children work together in an innovative and other invited speakers presented. way. The results of this experience have process for the identification of talented been highly positive, as both grown-ups The Asia Pacific Conference for Gifted students for music, music theatre, dance, and children can develop their creativity. and Talented Children is being planned drama, visual arts, and language pro- All the different pieces of work were re- by the Australian Association for the grams. This process involves students ceived with a lot of support and extreme Education of the Gifted and Talented attending at set venues on designated acclamation. In the Science and Technol- (AAEGT) for July 2010, in Sydney. dates to undertake rigorous practical and ogy Workshop, a digital radio channel is Plans for the new, co-educational Selec- academic testing. Students are being iden- being created. Children and adolescents tive High School at Monash University, tified as early as Year 6 for all GATE pro- are participating in this project. To- Berwick Campus, are progressing, the grams and know by the end of Year 6 for gether with their teacher, they pretend buildings are underway, and the applica- which program they have been selected. to communicate with children from tions for the selective assessment process Western Australia’s commitment to other countries, creating an integration were submitted to the Victorian Depart- gifted education is poised to undertake environment, as well an information ment of Education for the assessment day continuing expansion under a strong bi- th exchange. on June 13 . partisan commitment by political parties The parent workshop provides counseling The 2009 academic year is well under- and, over the last three years, has shown regarding how to raise children accord- way. More than 170 Monash University an annual 17% increase in demand for ing to their individual personalities. All undergraduate students in the Educa- academic talent and selective schooling of this is based on in-depth study of many tion Faculty have chosen to study gifted programs. theories on the subject. education as an elective at Clayton, Leonie Kronborg, Sue Knopfelmacher, and Each project has created an enormous Gippsland and off-campus studies. There Margaret Plunkett enthusiasm among students, thereby were nearly 50 students studying gifted fulfilling the aim of the Foundation: “A education at the Master’s level in the pre- happy child produces and happy produc- vious semester, on and off campus. Austria tion gives the best of the child.” The Western Australia (WA) Depart- A new area of focus has been introduced Antonella Pozzi ment of Education and Training has at the Department of Humanities and President of the Foundation for the Evolu- adopted Gagné’s Model (2003) to guide Talent Research at the Austrian Federal tion of Talent and Creativity educational provision. That is supported Ministry of Science and Research. The on behalf of Maria del Carmen Maggio at three levels to encompass up to 15% Department’s assignments will hence- of the student population. Broadly, these forth comprise the implementation of cover modules in the areas of gifted studies Australia • school-based provision, where and studies in creativity nationwide. A Professor Francois Gagné, from the Uni- schools and teachers are required to specific focus will be placed on the pro- versity of Quebec, Canada, visited Aus- provide a challenging and enriched motion of research in the field and on the tralia in late March and early April of this curriculum to enable the gifts and broader integration of relevant partners. year. He shared the latest modifications to talents of students to emerge, be For information, contact Thomas Köhler, his Talent Development Model in West- recognized, and be developed; [email protected] and Birgit ern Australia at Perth Modern School, at • supplementary provision – funded Hartel, [email protected] Camberwell Grammar School in Victoria, Academic Talent Program and Spe- The International Panel of Experts for and in New South Wales. Gagné’s theory cialist Arts programs, online options, Gifted Education (iPEGE) will publish of talent development underpins most of and non-funded Approved Specialist the brochure “Professional Promotion of the gifted education policies espoused by Programs and Primary Extension and the Gifted and Talented, Recommenda- the various Departments of Education Challenge (PEAC) programs, which tions for the Qualification of Experts in around Australia. enable the most talented students to Gifted Education” (English version). The interact with their gifted and talented

Page 15 aim of this brochure is to suggest several international networks and collaborations. Identification of profoundly gifted chil- effective and sustainable measures to By cooperating with scientists nationally dren is now reaching into the poorest qualify educators for promoting gifted- and internationally, the özbf creates a link sectors of the country. In an initiative in ness and the gifted and talented. iPEGE, between the latest research and practice. It May, 2009, such identification took place an interdisciplinary panel of experts also provides information via its website, among the children of la Sierra. from Europe’s German-speaking coun- the journal, “news&science, Begabten- Ana Azuela tries, have gathered to develop standards förderung und Begabungsforschung,” President IDDENT for the education and qualification of brochures, a web-based teaching resources (Identification and Detection of Talented educational staff. In essence, this booklet pool, a web-based best-practice databank, and Gifted Children) contains suggestions for the design of and other sources. Master’s degree programs for those Claudia Resch for delegates working in the area of gifted education, Roswitha Bergsmann as well as standards for the basic educa- Waltraud Rosner Netherlands tion of all teachers regarding the promo- Kornelia Tischler Schools have largely responded to the call tion of gifted and talented students. of Secretary of State Dijksma to submit The brochure was written for the follow- proposals for the education of gifted stu- ing audiences: dents. The Ministry of Education received Jordan • those in charge of the design and over 200 project proposals. At present, To promote thinking and research skills implementation of degree programs a committee, headed by President of among our students, we launched our at universities and colleges and in the KNAW (Koninklijke Nederlandse Akad- first research initiative, entitled “How to administrative sectors of the educa- emie van Wetenschappen), Robbert Di- Develop Extended English Classes at New tional system, jkgraaf, assesses the projects, and the best English School in Amman.” Sixth-grade projects are eligible for a grant. The main • those inititating and supporting orga- students conducted this research. They criterion is the innovative nature of the nizations of Master’s programs, began the project work last February. proposal. In total, there are five million • those wishing to develop professio- Interviews were conducted with profes- Euros available for the chosen projects. In nally within the field of gifted educa- sionals from within the school adminis- May, the committee advised the Secretary tion, and tration, and questionnaires for parents, of State of the selected proposals and, • all colleagues in the European edu- students, and teachers were prepared, by July, the schools were informed as to cation system who are engaged in using the information gathered from these whether they would receive a grant. quality assurance of gifted education. interviews. The responses to the question- Secretary of State Dijksma welcomes the naires were analyzed, and in response, Since September 2008, the Austrian Re- enthusiasm of primary schools. As he recommendations for the development of search and Support Center for the Gifted says, “It indicates that the stimulation of the extended English program were put and Talented has been a partner in the top talent is an issue that lives in schools. forward. Parents were invited to attend the European Union project “Parental Su- Children can learn something quickly. final presentation on May 19, 2009, along pport and Development for the Parents Often, they do not get the attention they with representatives from the Ministry of of Gifted & Talented.” Together with the deserve. This is important because about Education. National Association for Gifted Children one-third of these students are not suf- (UK) and the Ankara Science and Arts Janette Wakileh ficiently challenged.” Center (Turkey), it offers further training Schools, school leaders, and teachers are for parents of gifted children living in struggling with the question of how these these three countries. The three seminars Mexico children can be offered sufficient chal- will not only yield results for future pa- lenge. For that reason, there is a separate In Mexico, we recently had a great mo- rent training, but also promote cultural Primary for Excellence Program. The Ex- tivational move as the DI, together with exchange. cellence Program is supported by ten mil- Secretaria de Educacion Publica (SEP lion Euros. The drafting of the Excellence In September 2009, the Austrian – Public Educational System) and the gov- Program includes not only basic educa- Research and Support Centre (özbf) ernment of DF, with Lic. Marcele Ebrard th tion, but also rural areas where all the celebrated its 10 anniversary. It is a as a representative, awarded good students schools in the Netherlands benefit. There registered organization, financed by with scholarships and laptops and inau- is an online school, www.beterweters.nl, the Ministry for Education, Arts, and gurated the Enrichment Program in the where all schools, pupils, and parents can Culture and the Ministry of Science entire Public Educational System and the find information about giftedness. It also and Research. As a national centre, the Private System, as well (www.dif.df.gob. provides games and learning materials. özbf acts as a think tank for innova- mx). Special after-school activities in the Primary schools rely on universities to of- tive enterprises and promotes a holistic Enrichment Program take place twice a fer students extra challenges and knowl- approach to gifted and talented support week. Activities will be developed in seven edge in science education. and research. It sets up national and subject areas.

Page 16 On April 15, 2009, seven schools received talent and a solution-oriented approach Important Members’ classification as Talent Profile Schools of any core problems is addressed. The in the presence of Secretary Bijsterveld. second part focuses on the guidance of Information These schools offer, in addition to the the gifted student. The third, and last, part As a member of the WCGTC, you have access to standard curriculum, quality education of this manual has the theme “gifted and your on-line profile at the World Council website. and guidance to highly gifted students. special.” This section largely focuses on It is essential that members keep their informa- Secondary schools are increasingly en- issues such as dyslexia, work and attention tion up-to-date. This is easily accomplished by counter students who are talented, highly problems, and social-emotional develop- logging in, using your username and password. ment. The gifted manual is meant for intelligent, or highly gifted. It is the desire Accessing the World Council Website everyone working in education or in an of the government and schools to do Step 1: Click on “General Login” at the bottom of affiliated institution. better profiling. This means that schools the right-side column at www.world-gifted.org. should be required, in addition to their Marieke Schuurman–van der Heijden Step 2: Enter your username and password. general aims, to have aims for special tar- Hans H. van Elten get groups, such as highly gifted students. If you have misplaced your password, enter your username or e-mail address in the box under Commissioned by the Ministry of Educa- “Have you lost your password?” tion in September 2003, the CPS proj- Turkey Step 3: Click “Login Now.” ect, Talent Profile Schools, started. The “Education of Gifted Children” is a project aim is to create a nationwide network that began at Beyazýt Ford Otosan Prima- Step 4: On the new screen, choose a destination: of 24 secondary schools. The project ry School in 2002 as a consequence of the (a) Click on “Return to World-Gifted website developed criteria by which, through a signing of a protocol between the Ministry home and proceed” in order to access the secure so-called self-assessment tool, schools of Education and Istanbul University. The membership database, including the newsletter can understand the activities required for project is continuing today. It focuses on and journal. qualifying as a Talent Profile School. On developing a culture-specific, differenti- (b) Click on “Logout” if you are finished brows- September 28, 2006, the first group of six ated program to meet the intellectual, af- ing. (c) Click on “Change your password and edit schools received official recognition of fective, and social needs of gifted children, your personal information” to keep your profile the Talent Profile; on March 7, 2008, the as well as the needs of their families and up-to-date. second group and on April 15, 2009, the the training needs of their teachers. third group of schools officially certified Renewing your Membership Online Although gifted children have most of Our system generates three membership expira- as Talent Profile Schools. Meanwhile, the their lessons in mixed-ability classrooms, schools work together in an Association tion reminders: one month before, one week be- they are separated from their normal- fore, and one on the day of expiration. At renewal of Profile Talent Schools and have their age classmates in some classes, such as own website: www.begaafdheidsprofiel- time, follow the instructions in Steps 1, 2, and 3 mathematics and foreign languages, in above; then, follow these three instructions: scholen.nl order to make the necessary acceleration Step 1: Click on the drop-down menu “Make a Next year, Fontys Hogescholen will start commensurate with their learning rates. selection here” at the bottom of this page. You a Gifted Masters, two-year training. It is Enrichment is provided for both gifted will be given different membership categories . a new program of the Fontys Division and average students, according to their Special Educational Needs, which focuses individual interests and ability levels. The Step 2: Once you have selected your membership on special education. research results indicate the effectiveness category, click on “Place New Order.” Fontys Masters is the second post-HBO of the program. Step 3: On the new screen, enter your credit card education in the Netherlands besides Since the 2008 - 2009 academic year, the information in our database. (Our website meets the European Council for High Ability same model has been administered at the highest industry standards for secure credit course, “specialist in gifted education,” an Darüºsafaka Lyceum in Istanbul, Turkey, card processing.) Unless you reside in North HBO post-training by the CBO Nijmegen which was the first school established for America, select “Outside US and Canada” in the (Center for Research Talent) at the Rad- orphan children in 1873. The project be- “State” field. When you have entered the required boud University of Nijmegen. This train- gins with the 4th graders, the lowest grade information, click on “Proceed.” ing is currently undergoing an upgrade to of the school. The students are bright If you have been successful, a payment verifica- post-doctoral or Master’s level. and gifted students. The research will be tion screen will come up, and shortly thereafter, The Gifted Handbook offers a compre- continued to determine the effectiveness you will receive an Internet Purchase Receipt in hensive overview of developments in of the model. your e-mail. the field of gifted and gives a picture of Prof. Dr. Umit Davasligil If you are unsuccessful, check the information the diversity of views. Eleven experts on you entered and try again. After the third at- talent and training each endorsed one or tempt, you will be locked out (a security feature). more chapters for this handbook from Do not go back to the main page and start a new their own perspectives and experience. account, as this will generate a second profile for The fifteen chapters are split up into three you in our system. parts. In part one, the recognition of

Page 17 In Pursuit of Justice

“The mother of an extremely talented Gracia had learned many years ago not to child, who at age nine was denied acquiesce to peer pressure, as she recalls enrolment to high school, will take the a time when the teacher asked the class, Queensland Government to the High “‘Who is looking forward to coming back Court after a four-year legal battle” is to school after the holidays?’” the by-line of an article that appeared “My hand shot up and I thought I was in The ustralianA on September 18, first to respond, but as I looked around, 2008 (“Gracia’s mum making noise for my hand lowered; no one else had their the gifted”). Since then, Gracia Malax- hand up. Then I decided, no, I was look- Etxebarria has entered university at age ing forward to coming back to school. fourteen, thanks to the persistence of her I really enjoyed learning, and my hand courageous mother. straightened with my realization, even if I was different.” Born in May, 1994, Gracia MalaxEtxe- The six-week trial period had proved to barria is the third of the four children be the ticket to high school, albeit, not to of parents Marcos, from Basque, Spain, a public high school. and Robyn, a sixth-generation Australian During her years in the private school, the from Queensland. battle for fairness and justice continued. In Exhibiting unusual ability in reading, July 2004, Robyn had lobbied parliamen- mathematics, and art in her pre-school tarians for assistance in looking into edu- years, Gracia was admitted to the local cation possibilities at home in Queensland state school at age four. Her first year was and in looking into Gracia’s education, as successful as she helped slower students she was flourishing in every area in high and did Grade 3 mathematics. Thereafter, Fourteen-year-old graduate, Gracia MalaxEtxebarria school six months on. The Minister was schooling was problematic. She was un- also requested, by e-mail, to respond. happy that she was learning nothing new, school, her mother took it seriously and Theoffer from the Ministry of Education and the school did not believe in giving inquired about the possibility. She was was that Gracia could return to primary her any homework or extension work. told that there was no age restriction; school and spend a period a day in the The result was the mother’s withdraw- only the key learning concepts had to high school. The Minister’s reply prompted ing the child from school, along with her have been done. A subsequent assess- Robyn to file a complaint with the Anti- other children. In preparation for home- ment revealed an IQ of 147. In the end, Discrimination Commission, Queensland, schooling, assessment tests were done at the high school, after having been con- citing age as the discriminatory factor. The the guidance office for distance educa- tacted by the District Office, refused to complaint was supported with Gracia’s tion, and on the basis of the results, Gra- interview the daughter and her mother, successful, half-yearly June report from cia was advanced to Grade 3, placing in which meant that the request to enter the high school. The Minister’s reply to the the 99 percentile. Besides her studies, she the public high school was not going to e-mail was that she had just received the learned to play the cornet, and, with her be approved. Pressure from involvement request in September 2004. of the media and of a gifted and talented siblings (who were studying saxophone With Gracia being refused representa- specialist yielded an offer to put Gracia and clarinet), learned about community tion by legal aid, the mother represented back in primary school with the possibil- care, playing at senior citizens’ homes. and cross-examined the witnesses herself. ity of attending extension periods at the When her sister, Mercedes, who was four What was revealing in the cross-examina- high school, even though the specialist years older than Gracia, was about to tion of state high-school officials was that had supported a six-week trial period at enter high school, the children returned there were, in fact, students at the high the high school. to their original school. Gracia, entering school who were below the high-school the last term of Year 6, had, by this time, After seeking professional advice from a standard academically, socially, emotion- caught up with her brother, Xabier, who specialist and with knowledge of Gracia’s ally, and physically, but they had the right was two years older than she. The last capabilities and motivation, Robyn then to be there. decided to enroll her daughter in a pri- teacher had discouraged Gracia’s acceler- The case was heard in July of 2005, and vate Adventist school in Brisbane, nearly ation, arguing that this could be intimi- the decision that was to be handed down 70 kilometers from their home. Here, dating for her brother and that, instead, in a “matter of weeks” was dismissed the Gracia performed with high distinctions, she should be decelerated. next year in April of 2006. The major evi- whereupon she was later accepted into A few weeks after Gracia asked her dence of the June 2004 school report, the university to do a B. Sc. (Adv. Hon.). mother whether she could go to high parliamentary e-mail, and the Minister’s

Page 18 reply filed in September remained com- Ivan Shearer of the University of Sydney, Once more not achieving a fair hearing, pletely unaddressed. who informed her that before one can Gracia’s mother filed a complaint with the United Nations. Since then, the UN Legal ping-pong ensued. Robyn appealed make a complaint to the UN for human has sent her complaint back with the the case in The Queensland Supreme rights violation, one must have exhausted reason for refusal as “Domestic / judical Court, as the case had been narrowed all domestic courts first. That meant that / administrative remedies do not appear and the major evidence left unaddressed. the next court to appeal was the High to have been exhausted.” Relentless in Justice Helman of the Supreme Court Court of Australia, where the chance of pursuing what is just and right and fair, ordered the case to be reheard—that part obtaining just the leave to appeal was she is awaiting the response from the of the complaint that concerned events very slim. Queensland Attorney General to confirm in and after June 2004; however, the Leave to Appeal for Special Leave to that all domestic remedies have been Queensland Government asked the Court Appeal was granted to the High Court of exhausted, while also dealing with the of Appeal to uphold the original deci- Australia in Canberra on September 30, matter of court costs. sion of the Anti-Discrimination Tribunal. 2008. It was a disappointing time for the Robyn, who had fought the battle this mother, as she was not taken as cred- The battle does not appear to be over for far, still had not been given a reason nor ible or truthful when she asserted the Mrs. MalaxEtxebarria, but there is a silver an answer, so she decided to appeal the Crown Law was wrong and had misled lining: Gracia, now fifteen years of age, decision, maintaining that Gracia had not the public by narrowing the case to before is happy and progressing well at univer- received a fair hearing, especially when, high-school attendance when, in fact, the sity, having obtained so far this year all as Supreme Court Justice Helman stated, complaint was filed in September, after distinctions and a high distinction in her “‘An error of law may, however, be com- the Minister’s letter of reply to Parlia- university subjects, while learning and, mitted by a tribunal if a central issue is ment and well after Gracia herself was to quote her mother, being a “living testi- ignored or there is a failure to make find- the evidence—she was in the court that mony of what human right can do.” ings on material question of fact” (Fwd day. Crown Law then falsely maintained e-mail, R. MalaxEtxebarria to Attorney- that the June report had been slipped Cathrine Froese Klassen,WCGTC Execu- General, Dec. 8, 2008). into evidence by the mother. In October, tive Administrator, in collaboration with On seeing the Queensland Government Robyn received word that the High Court Robyn MalaxEtxebarria not willing to return to the Human Right had refused to grant her special leave to Tribunal, Robyn contacted the Australian appeal and that she had no further rights United Nations representative, Professor to appeal the case.

The NAGC Convention is the larg- est and most informative national conference devoted to classroom innovation, gifted education, and gifted learners. Build your support community, add to your educa- tional toolkit, and gather new ideas and classroom practices all in one place—in Atlanta, Georgia, Novem- ber 11th to 14th, 2010. For more in- formation and coverage of the 2009 Convention in St. Louis, visit www. nagc.org.

Page 19 Gifted Education in New Zealand: A Time of Change?

As in so many other countries, gifted Very significantly, the indigenous people been omitted or barely mentioned in the education in New Zealand has strug- of New Zealand, the Maori, are also education of psychologists, school coun- gled to gain a foothold in the national rapidly increasing in number and playing sellors, and special education teachers. education system. The difficulties in a more influential part in the shaping of There has been no official policy on gifted doing so have been greatly added to New Zealand society, including its educa- education and only occasional, minimal by the deeply entrenched egalitarian- tion system. The one certain thing about funding. Not surprisingly, an internation- ism which has been such a strong and New Zealand’s social values is that their al study in the 1990’s rated New Zealand pervasive factor in the evolution of future and shape is uncertain. as lowest of all the OECD countries in its New Zealand social mores. Yet, we Egalitarianism, however, has remained as provision for its gifted learners. may, now, be seeing the beginnings of a powerful cultural determinant, so far, The last decade, however, has seen some genuine change. What has brought this and nowhere is that more evident than significant changes, beginning with the about–and will it last? in the attitudes towards gifted learners. decision to appoint the equivalent of four New Zealand’s culture has largely been At times, outcomes have been wildly il- full-time advisors for gifted education. shaped by descendants of immigrants logical, such as schools which provide a Another forward move was the publica- who arrived during the 19th century, gifted program in which, in the interests tion of a handbook, which was distrib- primarily from the United Kingdom, of egalitarian principles, every child in the uted to all schools and culminated in the and primarily seeking an 2005 change to escape from a society ruled the official regula- by class and privilege. Many In the mid 1980’s, Rosemary Cathcart developed the REACH tions governing of those people, model for teaching gifted children and, from 1990 to1994, she schools. It became literally, cut tutored the Auckland College of Education’s post-graduate pa- mandatory for the out holdings pers in this field. She also served as sole advisor on gifted chil- schools to identify for themselves dren for the Special Education Service (now GSE) from 1992 and cater for their in a land still to 1995. In 1995, she established New Zealand’s only education gifted learners covered by centre specializing in gifted education, the George Parkyn (without funding dense, native Centre, led it through its first decade to its present nation- being provided forests and, with ally recognized status, and developed its innovative One Day for this purpose, their own hands, School program. Rosemary has also served as national presi- however). A built houses dent of the New Zealand Association for Gifted Children and, national research and much else for many years, as advisor to that body’s National Council. She study was funded besides. Little was awarded the Queen’s Service Medal in 2004 for her work to find out what wonder that they took pride in gifted education. In 2006, she established REACH Education was actually hap- in their sturdy independence Consultancy to allow her to focus on the professional develop- pening in schools and practical innovativeness ment aspect of gifted education. Her published work includes and what needed and that their descendants the teachers’ manual They’re Not Bringing My Brain Out, now to be done to developed the same values, in its third edition. make gifted edu- along with a robust suspicion cation more effec- of anything that, in any way, tive. The number seemed to challenge the equality of school has a turn. Overall, there has been of advisory hours was increased to the every man (and, later, every woman) a lack of belief in the need to provide for equivalent of twelve full-time positions, with his (or her) fellows. the gifted child, perhaps best summarized and a contestable funding scheme was Most New Zealanders today live in in the view “Bright children are the lucky set up to finance a number of projects cities or towns and have lifestyles far ones—in fact, they’re privileged. Why around the country. These projects were removed from those of their colonial should they get anything extra?” intended to develop models of provision ancestors and, while people from the Such misconceptions reflect a lack of in- that other schools could follow. Subse- UK are still settling here, large influxes formation and a failure to examine the real quently, the Ministry organized a na- of people from other, very different meaning of equity. Giftedness has simply tional conference in 2006 (which was at- backgrounds are arriving, especially not been included in teacher training tended by over 700 delegates), indicating from the Pacific Islands. Immigrants in New Zealand, or so minimally (three that, for the first time in New Zealand’s from the Netherlands, South Africa hours in three years) that, arguably, it may educational history, a substantial number (more recently), and Asia (currently be more harmful than if it were left out al- of teachers had realized that gifted learn- and very rapidly) are also appearing. together. It also appears, generally, to have ers had a genuine need for support and

Page 20 for learning programs accurately matched These are certainly very significant moves; of education in our schools, has taken to their abilities. yet, it has to be said that the situation of an interest, producing a major report How did this come about? Advocates for gifted education in New Zealand remains in 2008. More teachers are seeking out gifted learners had been trying for years precarious, at least, in part, due to a large- professional development, with at least to change official attitudes, but without ly uninterested Ministry. Teachers may be two extended training courses now avail- success. What happened? Essentially, it more aware, but the same cannot be said able and a number of people studying was a matter of “seizing the moment,” of the officials who make the decisions. at the Masters or PhD level, though no twice over. A parent was refused permis- The number of advisors is unacceptably specific qualification in gifted education sion, by the child’s school, for her child small, with some schools waiting up to yet exists. to enrol in a gifted program run by an 18 months for assistance; yet, there is talk Meanwhile, a fascinating development is outside organization. Her neighbour hap- of the position being abolished. Contest- the slowly emerging recognition of the pened to be a leading Member of Parlia- able funding is also likely to go. In any fact that there is a specific Maori percep- ment. She complained, he investigated, event, as no funding was made available tion of giftedness, quite different, in some and the outcome was the first, if limited, for schools, the models and the projects respects, from the conventional European step towards better provision. In 1999, developed face real difficulties in transfer- concept of giftedness, with a significant with a national election underway, astute ring to schools. The need for advocacy at spiritual dimension and a strong notion advocates organized an election meeting the highest level remains as urgent as ever. of service and group involvement. This on gifted education. Spokespersons from While many have yet to be reached, the is deserving of a full article in itself, but each major party were asked to state their change in attitude and understanding those who may be interested in this issue Party’s policy on the issue. Confronted many teachers have achieved will not eas- should go to www.tki.org.nz and, under with a hall packed with highly articulate ily be reversed, and therein lies the best the list of TKI communities, go to Gifted parents of gifted children, the politicians hope for New Zealand’s gifted learners. and Talented and search for Jill Bevan- recognized a cause when they saw one. Recently, a national, professional network Brown, New Zealand’s foremost expert in The one who went on to become Minister for teachers interested in gifted education this field. of Education made good on the promises was formed to ensure that what has been Rosemary Cathcart he gave that night, setting up a Minis- gained will not be lost, but added to. The Director of REACH Education terial Working Party, which led to the country’s Education Review Office, the Rotorua, New Zealand changes outlined above. body charged with monitoring the quality

2013 Hosting Bid Announcement

During the past year, a number of countries have already indicated their interest in hosting the 2013 WCGTC World Conference. Headquarters has provided inquirers with the WCGTC Bien- nial Conference Planning Development Guide. The deadline for indicating your intention to submit a bid, in a formal letter, is April 1, 2010, and the deadline for submission of the bid is August 31, 2010. Please, be aware that the develop- ment time for constructing a bid is much longer than this five-month window. If you are planning on entering the competition to host the 2013 Conference, please, contact Headquarters at [email protected] to request a Guide. The Guide will be undergoing another edit in the next year, and when that has been completed, revised editions will be sent to parties who have already indicated an intention to submit a host- ing bid.

Page 21 Gifted Education in Switzerland: Teacher Education and Actual Research

This article gives cation Central Switzerland insight into some (PHZ) and the University relevant efforts and of Education at Karlsruhe projects regard- (Germany). Students ing provision for will then be able to apply gifted students to three levels of final and talent devel- degrees for different func- opment in Swiss tions and responsibilities teacher education within the schools: CAS and its partners in (Certificate of Applied German-speaking Studies for classroom and central Europe and subject teachers), MAS Swiss schools. (Master of Applied Stud- Teacher ies for experts, tutors, and program leaders in gifted Education in education and talent National and development in schools), International and MA (Master of Arts Cooperation as an academic Master’s (IBBF) to qualify teachers for fur- Students in the IBBF Master’s program, studying at the University of Connecticut ther functions, leadership, In Switzerland in and research). 2003, the first international Master’s national efforts in gifted education. study program in gifted education and Our close collaboration with the Aus- The study program is situated in the trian Research and Support Center for talent development in German-speak- Swiss and European educational and ing Europe was implemented at the the Gifted and Talented (özbf) is another cultural contexts to serve the needs cooperative effort to share our intentions University of Education Northwestern of Swiss schools and school systems Switzerland (PH FHNW). This Master’s to make schools better places to encourage in German-speaking central Europe students to fulfill their interests, based on program, IBBF (Integrative Begabungs- (Austria, Germany, Liechtenstein, und Begabtenförderung (Integrated Pro- their abilities and passions, and to support and Switzerland). Pedagogically, it is schools that are working together with motion of Gifted and Talented), began based on the concept of the Three-Ring in cooperation with the Neag Center at their students on their strength-based Conception of Giftedness (Renzulli, profiles. the University of Connnecticut (UConn) 1978; Renzulli & Reis, 1997) and on the For additional information, see: www. with the intent to establish research, theories and concepts of the Schoolwide fhnw.ch/ph/iwb/kader/de/kader/ research-based teacher education, and Enrichment Model (SEM) (Renzulli & begabungsfoerderung. school-development in Switzerland and Reis, 1985; 1997). Through our coopera- to share experiences, knowledge, and tion, we are seeking to bring together re- expertise among the partners. Teacher International Panel of Experts in search results, educational theories, and Gifted Education: a new network students can take all their studies at PH best practices from both continents and FHNW in German and get a Master’s de- to discuss international efforts and their of universities on the gifted and gree from there, or they can pursue their impact on the development and lives talented (IPEGE) studies at both universities and get a joint of students who are prepared to create Following the conviction that collabora- Master’s degree, or they can get the de- the future in a global village in respect tion in research and teacher education re- gree from the University of Connecticut. to local contexts and ethnic situations sults in more critical reflection, additional Since 2004, 149 students have completed (Müller-Oppliger, 2008). impacts in each partner team, and higher their studies in this program and earned excellence for all the partners, we created, the degree. Every year, a group of Swiss This year, the program is broadening. together with özbf and PHZ, a network of students takes part at Confratute, the Beginning in the fall of 2009, the studies universities on gifted and talented—the annual summer conference at UConn, to in the Master’s program at the Univer- International Panel of Experts in Gifted network and to cultivate the knowledge sity of Teacher Education Northwestern Education (iPEGE). Currently, the panel exchange between our universities and Switzerland will be offered in coopera- tion with the University of Teacher Edu- has experts from Austria (özbf and Uni-

Page 22 versity of Teacher Education Steiermark), terials, and media for teacher education decides, more or less autonomously, its from Germany (University Erfurt, Uni- specifically to provide enrichment for own school regulations. Within the past versity of Education Karlsruhe, Univer- gifted children and talent development. five years, most of the 26 Swiss cantons sity Rostock, University Trier), and from The project will combine knowledge, ex- have worked out guidelines and programs Switzerland (University for the promotion of Teacher Education of giftedness and Central Switzerland and gifted students. University of Teacher This has prepared Education Northwest- the base for our ern Switzerland). This programs of further panel of experts from education for German-speaking na- teachers and also tions has, based on its provided the scope expertise, shaped inter- for development national standards and in schools that are concepts for teacher ed- ready for innova- ucation focused on the tions in this field. field of gifted education. Our Master’s These new standards Program gives us (iPEGE 2009) promote the chance to initi- professional, higher ate, support, and teacher-education values accompany school and meet the qual- development within ity requirements of the the schools of our European Declaration teacher students of Bologna for higher Prizewinners at the annual Swiss award for strength-orientated teaching—LISSA all over Switzer- education. The Bologna land. Often, the Master’s theses of these Declaration is a key document signed by perience, and practice from schools with teacher students relate to theoretical and 29 European countries who have pledged knowledge of the universities’ research science-based school improvements, to promote higher-education reform to and teacher education expertise. The developmental processes, or the creation enhance the employability and mobility result of this project will be the creation of new school programs to raise the of Europeans and to increase their inter- of four modules for teacher education: giftedness of all students or to support national competitiveness. basics, identification, individualization individual capacities of high-end learn- of learning arrangements, and support eVOCATIOn – a European ers. These projects have to be school for learning processes (Weigand, Schenz, referred (vocational field) and application Project for Teacher Education Hackl, Hascher, Müller-Oppliger, 2009). oriented and meet scientific standards. In Another European project that is strongly Online modules will be supplemented this way, the Master’s Program stands as connected to the theoretical frames of by a handbook containing correspond- a relevant germ cell and serves as a place the Schoolwide Enrichment Model is ing video vignettes with case studies and for professionalized school and teaching eVOCATIOn, a multilateral Comenius- examples. innovations. The individual school proj- project within the European community. ects of the teacher students are valuable Participants include several universities Improvement of Teaching and sources for ongoing school development from Germany, Switzerland, Austria, the Promotion of Giftedness and in the tradition of reflective practitioners Netherlands, France, the Slovak Repub- Talent in Swiss Schools (Schoen 1983), action researchers (Elliott lic, and Poland, as well as seven schools In Switzerland, each canton (similar to 1981, 1991; Altrichter, Posch 1998), and from these nations that have elaborated the states in the USA) is responsible for sustainable school improvement (Fullan programs for gifted education and talent and in charge of its school system, cur- 1991; Teddlie, Reynolds 2000). development and related experience. In riculum, and educational policies. Even Swiss Award for Best Practices in this program, educational scientists are though the Swiss school is currently in a reflecting and analyzing best practices of process called HARMOS—to harmonize Gifted Education (LISSA) schools involved in teamwork with expe- the different school systems, identify These three best practices from Swiss rienced teachers of these model schools, meeting points within learning processes schools, as described above, providing looking for relevant conditions, aspects, and at certain learning levels, establish giftedness and talent development, also and characteristics of a successful sup- learning standards, and create compe- are LISSA (Lernfreude in Schweizer port of giftedness (Weigand, Schenz tence profiles—we still have the situation Schulen anregen) prizewinners at the an- 2008). The goal of our international where each cantonal board of education nual Swiss award for strength-orientated project is to develop study concepts, ma-

Page 23 teaching. LISSA is an initiative from the Swiss Conference: Müller-Oppliger. V. (2009). Vom Interesse Swiss Foundation for Gifted Children. symposium.begabung.ch zum Engagement – Individuelle Profilier- The prizes are awarded in recognition of ung und Staerkung der Selbstlernkraefte In March 2009, the University of Teacher the implementation and integration of als zentrale Aspekte der Begabungsfoer- Education Central Switzerland (PHZ) gifted and talent development concepts derung. Vortrag anlaesslich des sympo- held its annual symposium for gifted and in the regular school program. Getting a sium.begabung.ch. Zug, 14.3.09. talented in the city of Zug in a one-day prize from this organization is a quality symposium entitled “From interests to Renzulli, J. S. (1978). The enrichment label that often has a huge impact on the engagement and task commitment.” The triad model: A guide for developing school, the public, and the town. lead presentation focused on the indi- defensible programs for the gifted and The criteria to apply for this prize are vidualization of students’ profiles and on talented. Mansfield Center, CT: Creative deeply connected to the theory and spirit the fostering of self-regulation and self- Learning Press. of the SEM and the Triad Model. The motivated learning as central aspects of Renzulli, J. S., & Reis, S. M. (1985, 1997). main criteria are (a) close reference to the the gifted education. Successful entrepre- The schoolwide enrichment model: A classroom learning, (b) open access, neurs shared their experiences of motiva- comprehensive plan for educational ex- (c) revolving-door concept and self nomi- tion, task commitment, and success. The cellence. Mansfield Center, CT: Creative nation, (d) consideration of all domains ten workshops offered opportunities for Learning Press. of giftedness and talents as different but participants to deepen their knowledge Schoen, D.A. (1983). The Reflective of the same value, (e) incorporation of on several key aspects of gifted education. Practitioner. How Professionals think in minorities and special population groups, For further information see www.isf.lu- Action. New York: Basic Books Inc. (f) perspective of gifted education as an zern.phz.ch/seiten/dokumente/Mailing_ Teddlie C., Reynolds D. (2000). The ongoing process of school development, 26_Flyer_Symposium_Begabung_09.pdf (g) involvement and participation of all International Handbook of School Ef- parties, namely, students, parents, teach- REFERENCES fectiveness Research. London, New York: ers, experts, and school administration, Altrichter, H., Posch. P. (1998). Lehrer er- Falmer Press. (h) local networking with other schools, forschen ihren Unterricht. Eine Einfueh- Weigand, G., Schenz, C. (2008). evo- mentors, public authorities, companies, rung in die Methoden der Aktionsforsc- cation. Entwicklung eines europae- and media, (i) definition of quality stan- hung. Bad Heilbrunn. Julius Klinkhardt ischen Weiterbildungsprogramms fuer dards and internal and external evalua- Verlag. begabungsfoerdernde Lehrkraefte. In: tions, and (j) impact as a multiplicator for Elliot, J. (1991) Action Research for news & science, Nr. 18, 1/2008, S. 47 ff. other schools and the public. Educational Change, Buckingham. Open Salzburg: özbf. More information on best practices and University Press. Weigand, G., Schenz, C., Hackl, A., efforts from Swiss schools can be found at Fullan, M. G. (1992). Successful School Hascher, T, Müller-Oppliger, V. (2009). www.lissa-preis.ch. Improvement. The Implementation Per- eVOCATIOn: Handbook and Learning Modules for Teacher Education in Gifted Swiss Gifted spective and Beyond. Modern Education- al Thought. Bristol, PA 19007-1598. Open and Talented. Karlsruhe. In 2008, Swiss Gifted was started by stu- University Press. dents who graduated from IBBF or had Prof. Victor Müller-Oppliger taken courses with ECHA. This new Swiss IPEGE (2009). Professionelle Begabten- foerderung. Empfehlungen zur Quali- WCGTC Delegate for Switzerland Society for Gifted Education is providing Program Director of theInternational development in gifted education and will fizierung von Fachkraeften in der Begabtenfoerderung. Salzburg: özbf . Master Integrative Education for Gifted network the efforts of professionals work- and Talent Development at the School of ing in this field. In the meantime, the Müller-Oppliger. V (2008). Studienhefte Teacher Education FHNW, Northwestern association has conducted three one-day zum Studienprogramm, “Integrative Switzerland seminars, every six months, and publish- Begabungs- und Begabtenfoerderung.” es the Swiss Gifted Journal. You can find Aarau, Liestal: PH FHNW, (www.fhnw. more about Swiss Gifted at http://www. ch/ph/iwb/kader/de/kader/begabungs- swissgifted.ch. foerderung

Page 24 In Memoriam Dr. John F. Feldhusen With sadness, we report that gifted education has lost thusiastic supporter of all matters relating to Purdue. As one of its strongest supporters and scholars. Dr. John F. a personal example, I recall when he was the primary Feldhusen passed away at his home in Sarasota, Florida “recruiter” for me to join the Purdue faculty. Knowing on June 14, 2009, at the age of 83. that I was interested in moving to a warmer climate than A Wisconsin native, Dr. Feldhusen earned his B.S., we experienced in upstate and central New York, John M.S., and Ph.D. degrees at the University of Wisconsin. sent me a photo of himself, in shorts and sandals, mowing He served on the faculty of Purdue University in West his lawn, with Christmas decorations clearly visible in the Lafayette, Indiana for four decades, until his retirement background. Only after I had been on the job for several as the Robert B. Kane Distinguished Professor of Edu- months did he confess that the photo was carefully staged cational Psychology and Gifted Education. Dr. Feld- for my benefit and that he dashed in quickly from the cold husen was the founder of the Purdue Gifted Education as soon as possible after the photo was taken! His enthusi- Resource Institute in 1977 and continued as its director asm was reflected in more than his good humor, however, until 1995. as he also carried Purdue’s name forward in presentations A prolific scholar, he published more than 300 articles, at many conferences and seminars throughout the world chapters, and books and was well-known for his work and encouraged both graduate students and faculty to do on talent development and the Purdue Three-Stage the same. He established a climate with expectations for Model of Gifted Education. John a powerful work ethic for all and served The World Council for always modeled in his own life the Gifted and Talented Children expectations he held for others. as Editor of Gifted and Talented No memorial statement for John International. He also served the Feldhusen would be complete with- National Association for Gifted out acknowledgment of his deep Children in many roles: Board love and caring for his wife Hazel, Member, President, Editor of his daughters Annie and Jeanne, the Gifted Child Quarterly and and his grandchildren Emily and Association Editor, and he held Christopher (whom many audiences leadership roles in the American also “met” as illustrations in one Educational Research Association of his presentations). John’s special and the American Psychological admiration for and attention to his Association. His many recogni- own children and grandchildren tions and awards included the also carried over into his caring for Distinguished Scholar Award the families of his faculty colleagues, (1983) and Distinguished Service as our son and daughter recall with Award (1985) from NAGC, the many memories of “Dr. John.” Both International Award for Research John and Hazel demonstrated great from The World Council for enthusiasm for children everywhere. Gifted and Talented Children Throughout their travels, the Feld- (1997), and the Mensa Lifetime husens often sought opportunities Achievement Award (2002). to visit schools and classrooms, to John was a mentor for numer- interact with teachers and children ous graduate students, many of whom today provide or youth (transcending the complications of language and leadership for gifted education throughout the world. cultures), and to bring educational psychology and gifted He was a tireless advocate for the recognition and de- education to life with anecdotes that reflected their deep velopment of strengths and talents among people of all affection for and commitment to the best in all students, ages— from young children in the elementary school their parents, and their teachers. John Feldhusen’s legacy is to aspiring faculty colleagues to whom he served as a the constant reminder to us all that our greatest task is to mentor and colleague. do our best on behalf of the children and youth we serve. John instituted programs that brought thousands of pre-college youth to the Purdue campus for a variety Dr. Don Treffinger of advanced learning experiences. John was an en- Center for Creative Learning Sarasota, Florida, USA

Page 25 Making a Global Impact on Gifted Education: A Nation Deceived Translated into Seven Languages

Millions of parents, educators, and researchers around the world translated versions of A Nation Deceived (Volume I) can be have a powerful new tool to help them advocate for an appropri- downloaded, at no cost, at www.nationdeceived.org. (Volume II ate education for gifted students with the translation of A Nation can be downloaded in English only.) We welcome international Deceived (Colangelo, Assouline, & Gross, 2004) into seven of the reader comments on the translations and on the impact of the world’s leading languages. translations through the Submit Comments link at this website. In 2004, the John Templeton Foundation (http://www.temple- One outcome of the enthusiastic reception of A Nation Deceived ton.org/) sponsored the publication of A Nation Deceived: How was the 2006 founding of the Institute for Research and Policy Schools Hold Back America’s Brightest Students (Colangelo, As- on Acceleration (IRPA) (http://www.accelerationinstitute.org) souline, & Gross, 2004). at the Belin-Blank Center. The primary purposes of the IPRA A Nation Deceived has altered the acceptance and perception are to provide educators, parents, and the general public with of academic acceleration as an intervention for gifted students current information on the many aspects of acceleration, to in U.S. schools. The report highlights the disparity between the serve as an international clearinghouse for research and policy favorable research on acceleration and the educational be- on acceleration, and to conduct and support research on the fac- liefs and practices that often run contrary to the research. The tors that moderate success with different forms of acceleration. report’s message has resonated with readers: the Website (www. Translated introductions to IRPA can be found at http://www. nationdeceived.org) has received over 3 million visits, electronic accelerationinstitute.org/Nation_Deceived/International/De- versions of the report have been downloaded more than 107,000 fault.aspx or from the International Link at IRPA’s Website. times, and 55,000 print copies are in circulation. (Volumes I and In order to extend the research on acceleration, the next Wal- II of A Nation Deceived are available for free download at www. lace National Research Symposium on Talent Development will nationdeceived.org.) Some U.S. states (the midwestern states of feature international research on acceleration. We invite you to Ohio and Minnesota are good examples) and some school dis- attend the Wallace Research Symposium at the University of tricts have written or revised their acceleration policy as a result Iowa in Iowa City, Iowa, on May 16th to 18th, 2010. of the evidence presented in A Nation Deceived. We wholeheartedly welcome the participation of our interna- A national conversation about acceleration and the needs of tional colleagues in reading A Nation Deceived in their native gifted students was ignited in the U.S. by the publication of A languages. In addition, we encourage all of you to benefit from Nation Deceived. Because A Nation Deceived was originally the information and resources available at IRPA. Together, we intended to support gifted education efforts in the U.S., it was will make acceleration an option for the development of gifted published only in English, however, there has been consider- students around the world. able international attention to the publication. Now, to help gifted education supporters around the world advocate for an appropriately challenging curriculum to develop the talents of Nicholas Colangelo, Susan Assouline, & Maureen Marron their country’s students, A Nation Deceived (Volume I) has been Institute for Research and Policy on Acceleration translated into seven languages: Arabic, Chinese, French, Ger- Belin-Blank Center for Gifted Education man, Japanese, Russian, and Spanish. These languages, together and Talent Development with English, represent the leading languages of the world. The College of Education, The University of Iowa

Page 26 4(ô!3)!ô0!#)&)#ô#/.&%2%.#%ô/.ô')&4%$.%33 ô4().+).'ô3-!24ô%&&%#4)6%ô0!24.%23()03ô&/2ô4!,%.4ô$%6%,/0-%.4

3!6%ô4(%ô$!4% 3YDNEYô#ONVENTIONôô%XHIBITIONô#ENTREô $ARLINGô(ARBOUR ô!USTRALIA ô*ULYômôô!UGUSTô

"OOKMARKôTHISôWEBSITEôWWWGIFTEDCOMAU

The theme of the meeting” Thinking Smart: Effective Partnership Please, note the following important deadlines regarding Call for Talent Development” has already attracted the participation for Papers: of world-renowned specialists at the cutting edge of gifted educa- Abstract submission deadline: January 29, 2010 tion. Australia has a history of raising the profile of gifted educa- Notification of acceptance of proposals: March 26, 2010 tion through the promotion of professional knowledge and skills, policy development and advocacy, research and scholarship, and Speaker acceptance notification the dissemination of information. Hosting the Asia Pacific Con- and registration deadline: April 16, 2010 ference in 2010 is part of that commitment. The Convenor of 2010 Gifted is Wilma Vialle, President of the The Call for Papers information and a link for online abstract Australian Association for the Education of the Gifted and submission for the 11th Asia Pacific Conference on Giftedness Talented. The Conference Manager is Laura Hampton (laura@ are available on the conference website at http://www.gifted2010. wsm.com.au), and the Program Convenor is Jim Watters. com.au/call-for-papers. Contact Fleur Fitzpatrick on fleur@wsm. com.au.

Sub-themes for abstracts are advocacy and policy, curriculum ap- proaches, dual exceptionality, indigenous students, learning com- munities, rural and isolated students, school-family partnerships, spiritual and emotional development, technology, and creativity.

Page 27 World Council Publications

World Gifted is the newsletter of the World Council. Published three times a year, it contains the latest news and information concerning the organization, its membership, and the international gifted education community. Any article or portion thereof may be reprinted with credit given to the source. We continue to invite all members to contribute and report on anything that would be of interest to other members, such as events or initiatives, news about regional organi- World Gifted, November 2009 zations, profiles of individual members, or announcements of upcoming events. Editor Please, forward submissions to World Council Headquarters, c/o The University of Cathrine Froese Klassen Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba, Canada R3B 2E9. Assistant Editor Gifted and Talented International, refereed by an editorial review board of leading Morna Christian international gifted educators, is the official journal of the World Council. The purpose Graphic Design and Layout of the journal is to share current theory, research, and practice in gifted education with Warren Schuetz its audience of international educators, scholars, researchers, and parents. It is pub- lished twice a year. Prospective authors are requested to submit manuscripts or queries to World Gifted accepts submissions for consideration for publication. We invite members to forward contribu- Prof. Dr. Taisir Subhi Yamin phone (+49) 731-50-94494 tions at any time. Submissions must Heilmeyersteige 93 mobile (+49) 170-309-8610 include the name of the author and D-89075, Ulm [email protected] title and the country of residence. Germany Contributions to the “Delegate Dis- course” should adhere to the 300-word limit and be formatted double-spaced, 12-point Times New Roman, and not justified. eTh submission deadlines for 2010 are as follows: January 15, 2010 for the first 2010 issue Calendar of Upcoming Events April 15, 2010 for the second 2010 issue March 5 – 7, 2010 September 3, 2010 for the third 2010 California Association for Gifted (CAG) issue Sacramento Convention Centre Sacramento, California December 10, 2010 for the first 2011 http://www.cagifted.org/ issue. July 29 – August 1, 2010 11th Asia Pacific Conference on Giftedness Sydney Convention & Exhibition Centre Darling Harbour, Australia Theme: Thinking Smart: Effective Partnerships for Talent Development www.gifted2010.com.au

November 11 – 14, 2010 57th Annual Convention - National Association for Gifted Children (NAGC) Atlanta, Georgia Theme: Great Minds Leading the Way http://www.nagc.org Gifted and Talented International August 8 – 12, 2011 Articles for the journal are welcomed 19th WCGTC Biennial World Conference and may be submitted at any time. Incheon University Seoul, Korea

Page 28