The Terms Used in Gifted and Talented Education in , 1

Esra Omeroglu 1 Rabia Sarikaya 2 H. Elif Daglioglu 3 4 The Terms Used in Gifted and Ebru Kilic Cakmak Sercin Karatas 5 6 Talented , Safiye Arici Bulut M. Gulsah Sahin 7 8 Relevant Legal Framework and Osman Sabanci Volkan Kukul 9 Educational Practices Aysun Turupcu Dogan 10 Osman Basit 11

Abstract

Giftedness/talentedness is one of the areas that is not fully defined yet, and its meaning and scope are highly debated in parallel with the concept of intelligence. Discussions about how gifted- ness/talentedness can be conceptualized, identified, supported and predicted are still ongoing. The concept of giftedness/talentedness and the initial studies on the education of talented and gifted pupils seem to extend to Plato. In this study, firstly the definitions of leading names in the field about giftedness were examined and then field-specific terms were tried to be described. Many documents especially The Constitution of Turkish Republic, laws, decree laws, by laws, circulars and the Convention on the Rights of the Child have been examined in relation to the topic. In terms of the practices in the field of education, the period was briefly reviewed and infor- mation about the practices in Turkey was given. As a result, despite all the work mentioned, it has been found that there are various problems in the education of gifted and talented children and in supporting their skills. In order to solve the problems experienced by talented and gifted children in Turkey, it is necessary to develop a government policy regarding the education of talented and gifted children.

Keywords: Talented and gifted education, definition of talented and gifted, educational studies on talented and gifted education in Turkey

Introduction Some countries have developed policies to educate and employ gifted/talented people, being It can be said that we owe the civilization achieved aware of this significant potential in their own from prehistoric ages until today, outstanding de- hands. In this context, the definitions that are ac- velopments in the fields such as science, art, tech- cepted as universal in relation to this concept of nique, fine arts, thought and etc. to those who are gifted/talented individuals in Turkey, the legal creative, determined and gifted/talented people framework and the educational practices are dis- with the positive and negative aspects. cussed.

1 Ph.D., Prof., Pre-school Education Department. Gazi , , TURKEY. 2 Prof. Dr. Classroom Education Department, Gazi University, Ankara, TURKEY. 3 Ph.D., Assoc. Prof., Pre-school Education Department, Gazi University, Ankara, TURKEY. e-mail: [email protected] 4 Ph.D., Assoc. Prof., Education of Computer and Instructional Technologies Department, Gazi University, Ankara, TURKEY. 5 Ph. D., Assoc. Prof., Education of Computer and Instructional Technologies Department, Gazi University, Ankara, TURKEY. 6 Ph.D., Asst. Prof., Guidance and Psychological Counseling Department, Gazi University, Ankara, TURKEY. 7 Ph.D., Lecturer, Assessment and Evaluation in Education Department, Gazi University, Ankara, TURKEY. 8 Ph.D., Res. Asst., Education of Social Studies Department, Gazi University, Ankara, TURKEY. 9 Res. Asst., Education of Computer and Instructional Technologies Department, Gazi University, Ankara, TURKEY. 10 Res. Asst., Pre-school Education Department, Gazi University, Ankara, TURKEY. 11 Res. Asst. Pre-school Education Department, Gazi University, Ankara, TURKEY.

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 2

Definitions and Terminology Used about from favor as a result of intelligence becom- Giftedness/Talentedness ing a concept that involves many talents (Ak- arsu, 2001). Giftedness/talentedness is one of the areas According to the Marland report, that are not fully defined yet whose meaning published in the in 1972, gift- and content are highly debated in parallel ed/talented children were defined as "Chil- with the concept of intelligence. However, dren who perform well in one or more of the- diversity in the area of giftedness/ talented- se six areas, including general mental ability, ness is very high. Gifted/talented individuals special ability in a certain academic field, may be universally encountered in all cul- creative and productive thinking, leadership tures, ethnic and socioeconomic groups. ability, talent in visual performing arts, and However, debates about how gifted- psychomotor ability". ness/talentness can be conceptualized, diag- Renzulli (1986), one of those who nosed, supported and predicted are still on- came to the fore after this definition of the going (Sternberg, 2007). Marland Report, reviewed the successful In the historical process, the first figures and proposed the triple circle model. studies about the concept of gifted- In the triple circle model, it has been suggest- ness/talentedness and the education of gift- ed that children should have a certain level of ed/talented individuals seem to extend to performance on each of the three basic di- Platon. They had been defined as "Their mensions of ability, creativity and motivation memory are strong. They do not be easily over normal. Gardner (1983; 1991), who is mistaken. They have robust and reasonable contemporary with Renzulli, has brought a jurisdiction." in the book written by Platon different perspective to intelligence with the about the idealistic organization of the socie- theory of multiple intelligences. Gardner has ty which is necessary for the administration of shown that intelligence can not be assessed the societies and the election and training of in a single dimension, that is, only verbally or the administrators (Enç, 1979). The education only numerically, and that it must be also system that Platon proposed to educate dip- discussed in different dimensions. Corre- lomats was firstly put into practice by Otto- spondingly, according to Gardner, intelligence man Empire with the "Palace Schools" (Ak- is the capacity to solve problems and create kutay, 1984; Enç, 1979; Özsoy, Özyürek and new products and new solutions by overcom- Eripek, 1989). ing problems experienced in different situa- Some countries have developed poli- tions and incidents in life. cies to educate and employ gifted/talented One of the studies to explain the people in recognition of the significant poten- concept of giftedness and talentedness be- tial in their hands. In this regard, the common longs to Gagné. Gagné (1991) has drawn at- definitions, legal framework and educational tention to the differences between giftedness practices about gifted/talented people in and talentedness, describing giftedness as a Turkey are discussed. power over the average of human ability, and Until the establishment of the Re- talentness as a performance over the average public of Turkey from the Ottoman Empire, on a specific area. there is no featured study about gift- Morelock (1992) has defined gifted- ed/talented people. In this process, studies ness/talentedness as "asynchronous (incom- conducted mostly in Europe and America are patible/nonsynchronous) development, that drawing attention. After these studies, it can presents internal experiences qualitatively be said that most of the definitions about and quantitatively different from normal de- giftedness/talentedness are accepted in our velopment standards and includes advanced country, too. These definitions are briefly cognitive abilities" by drawing attention to mentioned below. the developmental characteristics of gifted According to Terman (1925), who is and talented children, particularly to pre- one of the pioneers of this field, those who school period, in which development is the score at the upper limit of 1% in standard fastest. intelligence tests should be described as In 1991, the Ministry of National "gifted". However, from the middle of the Education made the 1st Special Education 20th century, this definition has begun to fell Council in Turkey in parallel with the devel-

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 3

opments in the identification and education was also mentioned how the subject is ad- of gifted and talented children in the world dressed in development plans and National and adopted a definition similar to the defini- Education Councils in the country. tion of the American Education Commission. The gifted and talented child is defined as "a Constitution child determined by specialists of the subject The first law that treats gifted / talented indi- who perform at a high level in terms of viduals as a right to benefit from both general her/his general and/or special abilities, ac- and special education is the 1924 Constitu- cording to her/his peers" (MoNE, 1991a). In tion. In this Constitution, Article 80 stated addition, this definition has been updated as that "All types of education is free under the "Highly performing individual according to his supervision and control of the government / her peers in intelligence, creativity, art, and under the law" and Article 87 stated that sports, leadership capacity or special academ- "Both males and females, all Turkish people ic fields" in the Directorate of Special Educa- are obliged to pass . Prima- tion Services published in 2006 (MoNE, ry education is free of charge in public 2006a). schools." Then in Article 50 of the Constitu- As a result, while drawing the con- tion of 1961 stated that "The State takes ceptual framework of giftedness/ talented- measures for people in need of special educa- ness, different terms are used in Turkey as tion due to special circumstances to make well as terms generally accepted in the world. them beneficial for the society. The provision These are; of all kinds of conditions to ensure the best position of the gifted/talented individuals in Gifted: Individuals who have intelligence level need of special education is under state guar- above average at least two standard devia- antee.", by this statement, the right to educa- tions in intelligence tests. tion of gifted and talented children has been taken under protection (Çetinkaya and Döner, Gifted and talented children: It is the term 2012; Kili and Gözübüyük, 2000). Similarly, used by The World Council for Gifted and the right to education of these children con- Talented Children for individuals who are tinued to be preserved in Article 42 of the superior in the intelligence and/or talent are- 1982 Constitution of the Republic of Turkey, as and in addition, it is the most widely "... The State takes measures for people in adopted term by many countries and special- need of special education due to special cir- ists in the field. cumstances to make them beneficial for the society. Education and training institutions Superior talent: It is the term used by some only conduct activities related to education, researchers, considering intelligence and teaching, research and investigation. These special talents under the concept of "superior activities can not be prevented in any way." talent" and categorizing under six areas, gen- (Akyüz, 2008). eral mental ability, special academic ability, creative and productive thinking ability, lead- Convention on the Rights of the Child ership ability, ability in visual arts and psy- Provisions related to child education are pre- chomotor skill. sent in Articles 28, 29 and 30 of the first part of the "Convention on the Rights of the Special talent: It is the term that has been Child", which emphasizes the necessity of started to be used by the Ministry of National providing the minimum care to all children in Education in Turkey for gifted and talented the world. For example, in Article 29, para- children after 2010. graph 1, sub clause a, expressions such as "The development of child's personality, tal- Legal Framework ents, mental and physical abilities as far as possible" are involved (Kepenekci, 2014). In In this section, notably the constitution, re- this declaration, all children are mentioned lated legislation, statutory decrees, regula- about the benefits of good living, education, tion, directions and child rights conventions and for gifted/talented children the expres- current in Turkey, which are directed at gift- sion, "Gifted children must be brought to the ed/talented individuals were examined. It widest means and opportunities of growth

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 4

with the help of the state and their families" superior ability in the field of music have is included (Çetinkaya, 1998; Turupcu and been educated abroad (MoNE, 2010a). Gültekin Akduman, 2015). Another law establishing the legal basis for gifted/talented students was the Laws Law No. 222, "Primary Education and Educa- The first regulation on gifted/talented stu- tion Law". In the 12th article of this law, the dents in the Republic period was the Law No. statement, "Children who are mentally, phys- 1416, "Law on Students to be Sent to Foreign ically, spiritually, and socially disabled are Countries" accepted on 8.4.1929. According provided with special education and training to this law, an exam is being organized by the in case they are in the age of compulsory Ministry of National Education (Official Ga- primary education" was included (Official zette, 1929:2) in order to determine students Gazette, 1961:13). who differ in intelligence and other skills from Regulation on the subject has been other students to send students abroad at made in the 2nd, 6th and 8th articles of the secondary and higher education level every "National Education Basic Law" No. 1739. The year. According to this law, scholarships are common point of these articles was pointing given every year for high school graduates out social aspects, proper guidance services and those who have graduated from various and equal opportunity of education (Official branches of higher education by the Ministry Gazette, 1973:1). In Article 2, "Raising people of National Education and in order to provide having a balanced and proper personality that education in the western countries by choos- has developed physically, mentally, morally, ing those who want to study specializing in spiritually and emotionally; having independ- State or Economic State Organizations ent and scientific thinking power, having a (MoNE, 2010a:13). This application has been wide world view, being respectful to human expanded by the Law No. 4489 on "Law on rights, giving value to personality and charac- Officers to be Sent to Foreign Countries", ter, being responsible towards society, being which was enacted in 1943 (Official Gazette, constructive, creative and productive.", in 1943:1). Article 6 "People raised by various programs Another legal regulation was the Law or schools to the extent and in the direction No. 5245, related to "Delivery of Îdil Biret and of their interests, abilities and skills during Suna Kan to Music Collection of Foreign Coun- their education", and in Article 8, "Special tries" prepared by the Minister of National measures are taken to educate children in Education Hasan Ali Yücel and published in need of protection and special education " July 12, 1948 (Ataman, 2014). With this law, phrases were included. education of Îdil Biret and Suna Kan in foreign Another legal regulation was the Law country, who have achieved extraordinary No. 2916 on "Children in Need of Special Edu- success in the field of music, was regulated cation". Article 8 of this law stated that "Offi- (Official Gazette, 1948:5). cial and private primary and secondary Law No. 6660 issued in 1956, "Law schools are obliged to provide special educa- on the Raising Children Displaying Extraordi- tion services for children in need of special nary Ability in Fine Arts" expanded the con- education in their own environment" (Official tent of application of the previous law. This Gazette, 1983). law regulated the process of raising children who were extraordinarily talented in the fine Statutory Decrees arts in the name of the state both inside and “Statutory Decree” no. 573 was issued with outside the country (Official Gazette, 1956:1). the aim of regulating the principles of special Due to the fact that the mentioned law could education related to the disabled people and not be implemented in time, a commission published in the Official Gazette on June 6, was established by the Ministry of National 1997. There were expressions on the 2nd, Education and Culture, and in 1976 the "Spe- 4th, 7th and 8th Articles of this Decree (Offi- cial Statute Regulation" was issued which cial Gazette, 1997: 1-3). allowed intensive education for special tal- The scope of special education services was ented children in the State Conservatory. stated in Article 2, and in Article 4, it was Thanks to this regulation, many people with stated that education services would be pre- sented in the direction of special education

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 5

principles such as the right to education, ear- qualifications "(MoNE, 2006a:28). In the 1st liness, proximity, continuity, individuality, paragraph of Article 28, which contains the family participation, interdisciplinary ap- support education room which constitutes proach, interaction with society. After em- the subject of the third part of the same regu- phasizing in Article 7 that pre-school educa- lation, it was stated that "In the schools and tion was mandatory for individuals with spe- institutions, for students in need with special cial needs and that the education process education who continue their education in could be extended when necessary, in Article the same class with their peers who have no 8 the institutions which individuals in special inadequacy, and for gifted/talented students, needs can continue were stated. special tools and support education room will be provided as a special education support by Regulations providing education materials". In another The first regulation that took measures for regulation, statements relating to institutions the education of gifted / talented children opened for the education of gifted/talented was the "Regulation on Primary Education individuals were included in paragraph 1 of Institutions" enacted in 1961. In sub clause d Article 43. The stated expression was "Minis- of Article 117 of this regulation, some try of Education daytime special education measures were mentioned, "in order to take institutions in order to ensure that the talent- necessary precautions and to provide new ed/gifted students of pre-primary, primary opportunities for the students whose special and period are aware of ability was determined to receive support their individual abilities and use their capaci- education related to these fields, and to ena- ties at the highest level by improving their ble these students to improve themselves in capacities" and in sub clause b, it was "Social cooperation with organizations such as the and emotional development is handled in centers of Science and Art, Public Education unity "(MoNE, 2006a: 41). Centers, Special Education Institutions, State In accordance with these regula- Theaters, Provincial Culture Directorate, tions, in the 4th article of the Regulation on Youth and Sports Provincial Directorate, Dis- Pre-school and Primary Education Institutions trict Board of Scouting, Anatolian Fine Arts in Turkey, support education room was de- High School" (Official Gazette, 1961). fined as "The organized environment to pro- The concept was discussed in the vide supportive education services for chil- first part of General Provisions, of the "Special dren who are continuing their education Education Services Regulation", which was through inclusive education applications and jointly issued by the Ministry of State and the for gifted/talented children in areas they Ministry of National Education in 2006, and in need.". The primary school was allowed to the same regulation in the Article 4 sub clause start one year early (60-66 months) under sub ı, the support education room was defined as clause a, paragraph 6 of Article 11 of the "Organized environment for the students who same regulation. In addition, in the first para- continue their education through inclusive graph of Article 32 of the same regulation, educational practices and for the talent- "Those who are above the grade level in ed/gifted students to provide them support- terms of knowledge and skills of elementary ive education services in the areas they need" school grade 1, 2 and 3 students are taken to (MoNE, 2006a). the class upgrade examination within the first In the second part of the regulation, month of the education and training year the aims and basic principles of special educa- with the recommendation of the class teach- tion were specified. Accordingly, in Article 5 er and with family's written request. Success- sub clause a, it was stated that "They should ful students are upgraded to upper grade." grow up as producers and happy citizens who phrase was stated. It is stated in the same fulfill their roles in the society, establish good paragraph that the test can only be done relations with others, work collaboratively, once for each child (Official Gazette, 2015). adapt to their environment". Article 6 sub However, after the introduction of the 4 + 4 + clause a stated that "All individuals in need of 4 education system, classroom upgrade was special education can benefit from special limited to primary schools only, and this ap- education services in line with their education plication was not applicable at secondary and and training needs, interests, abilities and high school level (Bakioğlu and , 2013).

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 6

Five-Year Development Plans Directive In Turkey, since 1963, development plans Various directives have been published with covering five years have been prepared con- regard to the education and development of sidering total investments, total expenditures, gifted and talented individuals as well as con- demand situation in the country and saving stitutional regulations. This subject was is- tendencies in order for the country to show a sued in "Science and Art Centers Directive planned growth. In these development plans, (BİLSEM)" which was published in the com- plans were also made for the education of muniques of February 2007/2593 in the Arti- gifted/talented children. cles 1, 2, 4, 6, 7, 8, 9, 14, 21, 23, 24, 26, 28, In the First Five-Year Development 30, 36, and 43. and in the sub-clauses. Plan, it was decided to create an education For example, Article 1 states that system that would distribute the citizens in "The aim of this directive is to ensure the various tasks according to their abilities, to awareness of gifted/ talented chil- provide scholarship to the students who are dren/students in the pre-school, primary and in need, and to make talented students bene- secondary period about their individual abili- fit from all the educational opportunities ties, providing their use of capacities at the regardless of their circumstances (SPA, highest level by improving their capacities 1963:449). In the Third Five-Year Develop- and by this way, to organize the procedures ment Plan, the decision has been taken on and principles regarding the establishment the application of an examination threshold and operation of the centers of science and in the transition to higher education and the arts which are opened and educated by the reorganization of the examination system so choice of teachers ". The content of this di- that higher gifted/talented individuals can rective is defined as "The Directive covers the continue the higher education in the areas establishment, procedures and principles of that they are capable of (SPA, 1973:751). In science and art centers opened for the pur- the Fifth Five-Year Development Plan, it was pose of education and training of gift- stated that necessary precautions should be ed/talented children/students affiliated to taken for education of all children in need of the Ministry of National Education". In Article special education and gifted/talented individ- 4 sub clause j , gifted/talented child/student uals, and necessary precautions should be was defined. In this directive, the formation, taken to educate the teachers and staff to objectives and principles of Science and Art work in the field of special education. In addi- Centers, diagnosis and placement as well as tion, it has also been decided that special teaching-learning and practical subjects were education services to be provided to gift- involved (MoNE, 2007). In addition to this, ed/talented children should be carried out students are currently being elected to the within a program (SPA, 1979:157). BİLSEM through the Directive on Science and In the Sixth Five-Year Development Art Centers (Levent, 2014). Plan, it was decided that it was necessary to In order to prevent adverse situa- develop the infrastructure for education of all tions that may arise in the absence of an ap- gifted and talented children along with all propriate orientation to children in need of children with special needs, to reconsider and special education, the importance of the need direct the free boarding and scholarship sys- for guidance and psychological counseling tem to gifted/talented students with insuffi- services was emphasized in the Article 10 sub cient financial resources, and to educate the- clause i, published in 2003 with number 2552, se students as a scientist by making basic "Guidance in Primary Education Directive". In sciences desirable for them (SPA, 1990:294). order to draw under this importance, the In the Seventh Five-Year Development Plan, following statements were given; "The Guid- giving importance to the development of ance and Psychological Counseling Service in teachers and faculty members in terms of the school, or otherwise affiliated with the number and quality, developing the educa- Guidance Research Center, is cooperated to tional institutions for the education of gift- ensure that the gifted students and the stu- ed/talented and successful students and sup- dents with special education need to be iden- porting the private sector initiatives in these tified and directed in a proper way.". fields were decided (SPA, 1996:41). In the Eighth Five-Year Development Plan, it was

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 7

decided that the focus should be on inclusive gifted/talented children in science high education to ensure the flexibility of space, schools should be included (MoNE, 1988:4). equipment, staff and programs to meet the In addition, in 17th National Education Coun- needs of all children with special needs, and cil, education of gifted/talented children were to provide guidance and counseling services focused most. As a result of this council, the for gifted and talented children in preschool decisions; and elementary school period, to prepare appropriate environment for the education of • Making policies on education and employ- these children and to support initiations of ment of gifted children (Article 17); private sector on this field (SPA, 2001:95), • The education of these children being pro- while in the Ninth Five-Year Development vided by teachers who have completed certif- Plan, in addition to the decisions made in the icate programs for (Article 18); previous development plan, the emphasis • Recognizing the course credits of the activi- was placed on expanding the educational ties and projects to be made in BİLSEM as opportunities for qualified human power school course credits (Article 19); generation (SPA, 2007:6). In the 10th Five- • Student acceptance to Anatolian Fine Arts Year Development Plan, which was the last High School and Sports High School and simi- development plan, it has been decided that lar secondary education institutions with two- the level of education and the quality of the stage ability-based examination (Article 20); labor force is a decisive factor in the labor • Opening institutions such as medallion movements with the emphasis on the in- schools, research units for these students creasingly qualified human power and that that will be the attraction center, etc. The knowledge, communication technologies and provide financial support to the families of education with intensive inter-cultural inter- students who will be going to these institu- actions will be multi-dimensionally enriched tions (Article 21); (SPA, 2012). • Transitioning from a student-centered class- room system to a lecture-focused classroom Council Decisions system in primary and secondary education In addition to the Development Plans, starting institutions' 6-12. grades and providing the from 1921, issues related to the education of opportunity for gifted and talented children the gifted/talented children were discussed in to progress at their own pace (Article 22); the National Education Councils where the • Removal of prohibitive provisions on the problems of the Turkish education system entry of disabled students with special abili- and the proposals regarding to their solutions ties into upper education institutions (Article were evaluated and the recommendations 23); were taken. One of the decisions taken in the • Selecting teachers for BİLSEM with similar first Council stated in the book titled "Nation- criteria used in the selection of teachers to be al Education Councils (1995)" was "A ministry employed in Science high schools and Anato- project on public schools was discussed. In lian high schools (Article 24) and this project, it has been stated that there is a • Being in a cooperation with TÜBİTAK, the need to prepare programs in order to educate Ministry of National Education and the uni- children with a capability that can be success- versities in the organization of summer and ful in life. "(Cited by Sarıhan, 2009:104). winter camps, science counseling and similar Firstly, the education of gifted/ tal- activities on education of gifted/talented ented children was mentioned in the 11th students (Article 25) were taken (Ataman, National Education Council in 1982. In this 2014:16-17, MoNE, 2006b). council, special education specialists were In the 18th National Education mentioned, whereas the education of gift- Council, decisions have been taken more ed/talented individuals was also referred to indirectly concerning gifted/talented children. as a special education field (MoNE, 1982:21). A few of these were related to the increase- In 12th Council, again, it was recommended ment of awareness of family and teachers in that education for gifted/talented children order guideline services to be carried out should be emphasized, special classes for well, the effective use of different psychologi- children with high intelligence level should be cal measurement tools to guide orientation, opened, and programs for the education of and the monitoring of student performance in

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 8

student orientation. In addition, the im- the Republic of Turkey established after dem- portance of developing valid and reliable olition of Ottoman Empire, the developments diagnostic tools for the identification and in the historical process were evaluated from detection of gifted/talented children has various angles in discussion and conclusion been addressed (MoNE, 2010b). The last Na- section. tional Education Council, 19th Council was In the first years after the establish- held in 2014. As a result of this council, the ment of the Republic of Turkey, the country proposals about the regulation of children's was in poverty and the literacy rate was very ability development from the pre-school pe- low, it was more and more necessary to take riod, the preparation of a regulation for the measures to solve these problems. However, education of the talented/gifted students at shortly afterwards, the problem of lack of high school level and the implementation of a educated staff in modern education areas new teaching program as valid from the kin- began to develop. In line with this need, 700 dergarten have been adopted (MoNE, 2014). students with inadequate financial status had been sent to universities in America and Eu- Educational Practices ropean countries to study at various levels in It is not possible to not mention the "Palace higher education by Atatürk. They also served Schools", one of the first educational facilities as senior executives in state-owned institu- offered to gifted/talented children in history, tions when their training was completed and while addressing the educational practices returned to the home country. These stu- offered to them in Turkey. The Palace School, dents were Remziye Hisar, Sabahattin Ali, which was active during the Ottoman Empire, İhsan Ketin, and many others who was the first educational institution in the had superior successes in their fields. In 1929, world to systematically apply gifted/talented Law No. 1416 on "Education Abroad" was education. The Palace school can be consid- enacted and applications for successful stu- ered as a school in palace where firstly the dents to receive education abroad were made princes and talented slaves were educated more regular (Ataman, 2014). from the time of Yıldırım Beyazıt II until the In 1961, a protocol was signed be- time of Murat II. Fatih the Conqueror has tween the Ford Foundation and MoNE on the enlarged this school and restructured it to establishment of Science High School. In become a superior educational institution to 1964, the first Science High School in Ankara educate the state servants (Enç, 1979; Enç, was established and a special education was Çağlar and Özsoy, 1975; Güven, 2012; Kırpık, offered to children who showed outstanding Ünal, Işık, Demirtaş, Tokdemir, Birbudak and achievement in mathematics and science. Akyol, 2016). Ankara Science High School, which gave its The most elite of those who studied first graduates in 1964, collected gift- at Palace Schools had been assigned to im- ed/talented students in science and mathe- portant positions such as "Vizier, Grand Vi- matics and teachers were educated with the zier, Governor, Chief Admiral". Many of the financial support of Ford Foundation. Teach- famous diplomats and commanders who ers were specially selected by the support of passed through during Ottoman history grew United States, Bronx and Science High School up from this school with distinguished arti- in and received special training with sans, poets, and musicians (Akkutay, 1984; the teachers trained in the United States and Akyüz, 2008). However, with the decline of in the Middle East Technical University. This the Ottoman Empire, the nature of the edu- implementation, supported by labs, books, cation in these schools began to move away trips, observations, discussions, small group from its purpose and the school was closed works, and individual support practices in the down by 1909. However, the Palace School environment, lasted for four system has been a source of inspiration for years and began to lose its trait with the end European educators and many countries have of the support of the Ford Foundation. Cur- developed educational policies for gift- rently more than 25.000 students attend the ed/talented individuals by taking advantage science high schools in 232 schools which are of this model. In this study, educational prac- continuing to provide education (MoNE, tices oriented towards the gifted and talented 2015). individuals were handled chronologically in

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 9

In 1991, the First Special Education to the gifted/talented students in Turkey, Council was organized by the Ministry of Edu- have been planned to provide services to the cation, gifted/talented children were also gifted /talented students with the prepared focused in this council, while there were no program. Intelligence tests are applied to the significant studies on gifted/talented children BİLSEM students and students who get over until 1990s. As a result of the council, the 130 points in intellectual capacity are accept- committee which also included faculty mem- ed. There are 83 BİLSEM in 70 cities in Turkey. bers who studied the relevant subjects has In practice, BİLSEMs try to improve the stu- prepared a report about the definition, dis- dents' well-being through enrichment of pro- tinctive features of the gifted/talented chil- gram and by integrating activities that will dren, the model drafting, diagnosis and selec- enable to consider students entirely as well as tion, training programs and the application of to develop emotional and social aspects with these programs, employment, characteristics a curriculum (Özbay, 2013). However, alt- of educational environments for these chil- hough it is mentioned in the Directive of Sci- dren, current situation and problems in Tur- ence Art Centers, it is still not possible to start key (MoNE, 1991a). In the same year, Yeni such an application for preschool children. Ufuklar was established and conduct- BİLSEMs are currently accepting students ed studies on the education of the gift- starting from primary school students. How- ed/talented children in the primary school ever, in order for BILSEMs to be the center of period. In this school, the importance of this research, experimentation, observations and issue in our country by maintaining connec- applications mainly by 2016, new strategies tions with people related to foreign institu- will be passed on by Ministry of National Edu- tions had been tried to emphasized but the cation; in order to improve the quality of the school was closed at the beginning of 2000s education in BİLSEMs, it was stated that (Davaslıgil, 2004). workshops were organized with teachers, Again in 1991, İnanç Foundation was academicians and stakeholders, and event established in order to educate the gifted and guides were prepared separately for each talented children with limited financial re- program (http://www.meb.gov.tr/ozel- sources under the leadership of businessmen yetenekli-ogrenciler-icin-yeni-stratejiler- Sezai Türkeş and Fevzi Akkaya and in 1993, hazirlandi/haber/9893/tr). Private İnanç High school started to provide In 2002, for the first time in Turkey, boarding education with 300 students. This in University Hasan Ali Yücel Educa- school, which served to and tion Faculty and in 2010 in high school children continued to provide and then in Istanbul Aydin University, Biruni only high school education due to the fact University and Sebahattin Zaim University, that eight years of compulsory education was "Teaching of Gifted Children" undergraduate introduced in 1997. In 2002, the foundation program was opened for the education of was transferred to the Turkish Education gifted/talented students. Foundation because of financial impossibili- Education Faculty, Department of Special ties. Since 2002, it has been continuing to Education, the Division of Education of Gifted provide education in the name of Turkish Children was also established and only the Education Foundation İnanç Türkeş Private graduate level education is given here. In High School. In this high school, a program addition, educational and research centers which is a combination of various teaching have been established in Hacettepe, İnönü, theories developed for special children at Malatya, , Karabük, İstanbul Bilgi, high school level is being conducted (Ataman, Anadolu and Trakya Universities for the edu- 2014; MoNE, 2010a). cation of gifted and talented children. How- Science and Art Councils (BILSEM), ever, it is seen that Istanbul Medeniyet Uni- founded in 1995 are resource centers where versity has formed a Training Village for tal- gifted and talented students in pre-school, ented children by working together with Tuzla primary and secondary school age are edu- Municipality and that Sebahattin Zaim Uni- cated in relation to their interests and abili- versity is educating teachers about the educa- ties in times outside formal education. Sci- tion of gifted/talented children. ence and Art Centers, which are the most When examining the practices in our prevalent institutions that provide education country in terms of pre-school education

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 10

level, the applications made by Özel Petek been observed that there were problems due Children's House in Istanbul are in the fore- to the graduation of teachers without front. The Petek Children's House is a kinder- knowledge and practice about diagnosis of garten where the gifted/talented ones are these children (MoNE, 2013). being diagnosed and provided accelerated Another application is the Training and enriched experiences compared to the Program of the Talented Professionals real- age groups. Furthermore, this school carries ized with the support of AAAS by the Head of out special education programs with the par- Department of Education of the Gifted Ones ents of these children. The school, which re- of Anadolu University in the 2007-2008 edu- ceives information and experience support cation-training period. In this project, gifted from various foreign organizations such as and talented students in grades 6 and 7 are NAGE in the UK, also contributes to the ef- presented with an educational and social forts in our country by organizing scientific environment in which they discover their meetings and panels related to the subject abilities, improve themselves and continue (Akarsu, 2001). outside of the normal education-training pro- In 2002, a study was initiated in cess. In the program, gifted students are Beyazit Ford Otosan Elementary School, taught on weekends and summer terms using which was conducted between MoNE and mathematics and science-based enrichment Hasan Ali Yücel Faculty of and acceleration strategies (Sak, 2009). It can Education, in which a differentiated educa- be said that in addition to Anatolian fine arts tion program consisting of children with gift- schools, some of private schools which use ed/talented half of the class was developed. highly selective and skeptical model and do The aim was to educate gifted/talented chil- not serve in direction of private education dren in terms of their talents, interests and purposes, such as Robert College, Izmir Amer- capacities they need without leaving their ican College, German and Austrian High normal peers (MoNE, 2010). This application School give education not only to students ended with the adoption of Law No. 6287 on selected according to their success but also to the 4 +4 + 4 education system, "Law on Pri- a group of students who have special talents. mary Education and Education Law and However, especially in public schools, it is Amendments in Some Laws" (Küçükoğlu, observed that especially the Anatolian high 2014). schools were spread out in an unplanned Between 2007 and 2010, a group of manner similar to the science high schools, academicians in Bursa conducted a project and consequently the majority of their quali- called "Identification and Education of the fications were decreased compared to the Gifted Children in Pre-school Age" in a private time they were first opened (Bakioğlu and kindergarten. In the project, a model was Levent, 2013; Dağlıoğlu, 2015). adopted that offered a combination of en- In 2009, with the collaboration of the riched educational opportunities where high- Ministry of National Education and AAAS, it ly talented children between the ages of 4 was started to work on establishing a strategy and 6 coexisted with their normal peers and paper on the development of systems and at the same time had the opportunity to de- activities related to the training of gift- velop their skills and knowledge (Özbay et al., ed/talented people. Regarding this, a work- 2009). However, this application ended in shop was held in 2009 aimed at evaluating 2011. the science and arts centers, determining the In addition, considering the pre- current situation, making comparisons with school period, it is seen that the practices of the world examples, and putting the applica- inclusive education have come into promi- bility of the examples in line with the views of nence in recent years. In the Pre-School Edu- stakeholders in this context. In addition, at cation Program updated by the MoNE in the 19th meeting of the Supreme Council for 2013, it was explained how to adapt the activ- Science and Technology in 2009, the "Talent- ities according to the children in special needs ed Individuals Strategy and Implementation in order to inform the teachers about inclu- Plan 2009-2013" was prepared in order to sive education and facilitate the teaching improve the education of the gifted/talented practices. However, especially from the point individuals in Turkey, and then the 2013-2017 of view of gifted/talented children, it has plan was prepared (AAAS, 2013). In addition,

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 11

AAAS provides awards to schools and stu- prehensive report on the education of the dents who succeed the project competition in gifted and talented children in Turkey, the the field of mathematics between primary problems and the solution proposal was pre- school age students and provides services to pared by examining the applications for the 8-12 and 14-17 age groups by establishing the education of gifted/talented children in other Academy of Gifted Students. countries (TGNA, 2012). http://www.bursabilimmerkezi.org/sayfa/tubi Three national and several interna- tak-ustun-zekalilar-ve-yetenekliler-akademisi/ tional congresses and symposiums were held 61.htm). AAAS gives prizes to secondary in our country, first one in 2004, regarding school students who get a degree in second- the education of gifted/talented children. The ary schools and high schools mathematics 4th national congress on the education of competitions, inter-high schools mathematics gifted/talented children will be organized in and biology competitions and project compe- Hasan Kalyoncu University in Gaziantep in titions between high school and university March 2017. students, makes the rules for international In Turkey, today, it is seen that over mathematics and science olympics, creates thirty civil society organizations such as the Turkish team and prepares students for com- Turkish Foundation for the Education of the petitions, provides scholarships abroad for Gifted and Talented Children, the Federation the purpose educating scientists (TGNA, of the Gifted Education, the Association of 2012). Government Free-Boarding and Schol- the Gifted and Talented Children, the Aca- arships, which have been carried out since demic Association of the Gifted Children, the the foundation of the Republic, and assis- Tekden Association of the Education of the tance to students attending secondary and Gifted and Talented Children, the Foundation high school are also provided for the econom- of Gifted Children have been established. ic support of gifted/talented students. Teachers, families, academicians and other In the 2013-2014 academic year, the interested people will come together to edu- Turkish Gifted and Talented Foundation es- cate these children with a more organized tablished a school in Ankara with a differenti- approach for the education of gifted and tal- ated and enriched program for the education ented children aimed at these non govern- of gifted / talented children, covering an age mental organizations. group from pre-school to secondary school (http://www.tacved.org/ustun-yetenekliler- (http://www.tuzyeksav.org.tr/). In addition, it icin-dernekler-vakiflar). The Federation of is observed that private schools such as Tek- Higher Education of the Talented (FHET), on den Schools, Doğa College and Bahçeşehir the other hand, aims to gather the associa- College have implemented programs to edu- tions supporting the education of the gifted cate gifted/talented children within them- and talented under a single roof, to exchange selves. information on professional issues, to devel- In the Grand National Assembly of op the relations with the private and official Turkey (TGNA), in November 2012, a research organizations that the members are interest- commission was established with the justifi- ed in, to create ideas in cultural and social cation that is ''The gifted and talented chil- issues, lobbying activities, enlightening the dren are the greatest source of wealth in a public by making scientific researches on country. Because they are the ones who will various issues included in FHET field of activi- play the most important role in shaping the ty, and making the members and the country future of the country if they receive appropri- benefit from them by developing cooperation ate and adequate education. The policy of with similar national and international institu- detection, education and monitoring of these tions (TGNA, 2012). children should be clearly defined and institu- One of the important developments tionalized and a continuing structure should in this area is the Institute of Giftedness, be established." in order to find out the gifted which has been operating in Istanbul since and talented children, to find out the prob- 2000s. Since the day it was established, the lems related to their education and to pro- institution has been educationg and providing vide effective employment that will contrib- corporate consultancy services for gift- ute to the development of country. As a re- ed/talented children, their families and sult of the sub-commissioning studies, a com- teachers. However, it seems that many cen-

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 12

ters such as Necate Baykok Gifted and Tal- acceleration strategy. However, it is seen that ented Institute, the Children's Foundation different approaches such as course credit, have been established to identify and educate credit completion are overlooked. In addition, the gifted/talented children. Turkish Gifted in relation to the giftedness/talentedness, in and Talented Journal (TGTJ), Young Scientist primary and secondary education legislations, Education and Giftedness Journal and Educa- applications such as enrichment, differentia- tion of Gifted Children and Creativity Journal tion, and support room are allowed but it is (GCCJ) are three well-known journals about seen that the education of the gifted/talented gifted/talented children in Turkey. children is tried to be carried out with the In addition to all these applications, BİLSEM model, commonly. These students some municipalities seem to have produced need their own programs so that they do not projects in this area, especially by working have normal learning speed and features. It is with development agencies in the regions. clear that applications such as BILSEMs, which For example, it is seen that Bağcılar Bayram- requires to use out of school time, will not be paşa and Ümraniye Municipalities in Istanbul enough for these programs. However, in or- have a cooperation with the Istanbul Devel- der to meet the educational needs of gifted opment Agency. There is also a project on the and talented children, a sub-commission was education of talented children who are sup- created in the Turkish Grand National Assem- ported by the Kahramanmaraş Elbistan Gov- bly and the issue was examined in detail. ernorship and the Provincial National Educa- AAAS's academic, financial and moral support tion Directorate and the Eastern Mediterra- was provided to improve the abilities of these nean Development Agency. children, and strategic plans have been pre- pared. Conclusion and Recommendations From the 1990s, gifted/talented children are beginning to be discussed and on When it comes to the definition of gifted- the agenda topics in many areas in Turkey. In ness/talentedness, it is still seen that its scope this regard, it is observed that the education is highly discussed and a wide variety of defi- of gifted and talented children is being dis- nitions are emphasized. It can be argued that cussed in detail in the universities and the this is because of scientists working on both Ministry of National Education, and efforts the historical process and the gifted/talented are being made to implement new programs person, and defining giftedness/intelligence for gifted/talented children by conducting according to their own viewpoints. However, various workshops and congresses. In parallel when it comes to the generally accepted def- with the increasing awareness in the society initions in Turkey, students’ differences from in 2000s, it seems that institutions and cen- their peers and the ability over average are ters related to the education of especially the the common points of all definitions. gifted/talented children are beginning to be Gifted and talented individuals ap- established, along with the pace of their work pear to have begun to be educated historical- with the foundations and associations estab- ly for the first time in the Ottoman Empire lished by the parents of the children, in the with the application of Palace Schools. In the public-local administrators, universities and Republican period, it has been emphasized non-governmental organizations. However, that more and more gifted/talented individu- despite all the above-mentioned studies, it als have been given more importance over seems that there are various problems in the the years. Therefore, it can be said that edu- education of the gifted/talented children and cational opportunities for gifted/talented the support of the special areas. children and different possibilities are in- In order to solve the problems of creasing gradually. gifted/talented children in Turkey, it is first In Turkey, when the national legisla- necessary to establish a government policy on tion, the statutory decrees, the regulations, education of gifted/talented children. How- directives and decisions were examined it is ever, from the beginning of the Republican seen that there are articles that define and period, it has been observed that various support the education of the gifted/talented training programs for the education of gift- children. Some advantages are provided in- ed/talent children have been implemented cluding early start and promoting, that is, but have been abolished without evaluating

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 13

the results. Stability and sustainability are is unfortunately not possible to say that much extremely important in the education of gift- has been done about the actions to be taken ed/talented children, as in the general educa- in this short, medium and long term. One of tion systems. Gifted and talented children will the important actions emphasized in these be able to access the education they need if documents is the development of education the necessary programs are monitored and models starting from the pre-school period to evaluated and necessary arrangements are include higher education and later or adapta- made. tion of the models applied in other countries. Raising awareness of families and At this point, it is seen that the current char- society is the most important problem in the acteristics of Anatolian and science high identification and education of gift- schools are incompatible with those of their ed/talented children. For gifted/talented establishment and highly in erosion in terms children, the government has to provide a of educational quality, and student and whole range of services, which takes into teacher characteristics due to the fact that account the health, nutrition and education they were spread rapidly. In these schools, it of the child which are the fundamental phi- is necessary to make improvements especially losophy of the early childhood approach as a for the election and education of the gifted whole and takes the potential to the maxi- children. mum level, taking into account the principles One of the elements that have indis- of early identification and early education. pensable importance in the education of gift- Especially in Turkey, it is seen that ed/talented children is the teachers who will gifted/talented children have a broad right in educate these children. In Turkey, as men- the legal sense. However, it is also a fact that tioned above, departments were established the use of these rights is very problematic. It in some universities, some of them provide should be noted that all kinds of measures only undergraduate education, while only one should be taken for the children who are of them provides postgraduate education. It determined to be gifted/talented in the pre- is seen that these departments started pro- school period, supportive education rooms duce graduates after 2000 but the Ministry of should be established. It is seen that there are Education assigned these teachers as a "class regulations about the science art centers to teacher" and did not open a separate teach- provide education for pre-school children, ing field as "gifted/talented teaching". When however it seems that there are no sufficient the studies conducted in other countries practices. In this regard, especially consider- were examined, it is seen that the teachers ing the diversity of the gifted/talented chil- who have graduated from various teaching dren's characteristics, programs should be areas have gained the right of teaching this included in different educational programs as area by participating in certificate programs much as possible and should be expanded on the education of gifted/talented children after pilot studies and necessary evaluations in accordance with certain criteria. It would should be made. The necessity of diversifica- be more appropriate for Turkey that needs to tion of education models and programs that use its resources efficiently, to educate will be prepared is very important because teachers who have graduated from various the skills and knowledge of children gradually teaching fields and who have specific experi- grow and separate from their peers in the ence and certain special criteria, with certifi- secondary and high school period. Supportive cate programs administered by field specialist measures for children's skills, interests and academics instead of opening undergraduate abilities such as taking an active role in pro- programs. However, in order to provide the jects planned and implemented by separate education that gifted/talented children need schools, boarding schools, resource centers, in different educational stages, it will be use- governmental or private institutions, etc., ful to spread the postgraduate education should be taken by taking into account the programs in universities provide opportuni- breadth of the area of interest of children. ties for teachers and the researchers in order The strategic plan prepared in 2009 to train themselves in this field. and 2013 in cooperation with the Ministry of As a result, individuals who do not National Education and AAAS was an ex- have the education and employment oppor- tremely important development. However, it tunities appropriate to their interests, abilities

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 14

and skills are going to other countries offering ma%20Planlar/Attachments/7/plan3.pdf these opportunities. Therefore, we are con- adresinden alınmıştır. fronted with "brain drain" if we do not offer Devlet Planlama Teşkilatı (1979). Dördüncü appropriate training opportunities for gift- Beş yıllık kalkınma planı 1979- ed/talented individuals and if we do not pro- 1983.http://www.kalkinma.gov.tr/Lists/ vide job opportunities afterwards. This situa- Kalkn- tion is a great loss both in terms of the value ma%20Planlar/Attachments/6/plan4.pdf given to the people in the society as well as adresinden alınmıştır. being one of the biggest defeats in the devel- Devlet Planlama Teşkilatı (1990). Beşinci beş opment and progress of the country. yıllık kalkınma planı 1985-1989. http://www.sp.gov.tr/upload/xSPTemel References Belge/files/6Lvai+plan5.pdf adresinden alınmıştır. Akarsu, F. (2001). Üstün yetenekli çocuklar Devlet Planlama Teşkilatı (1996). Altıncı beş aileleri ve sorunları. Ankara: Eduser. yıllık kalkınma planı (1990- Akkutay, Ü.(1984). Enderun Mektepleri. Gazi 1994).http://www.kalkinma.gov.tr/Lists/ Üniversitesi Yayınları. Ankara. Kalkn- Akyüz, Y. (2008). Türk eğitim tarihi: MÖ 1000- ma%20Planlar/Attachments/4/plan6.pdf MS 2008 (12.Baskı). Ankara: Pegem adresinden alınmıştır. Akademi. Devlet Planlama Teşkilatı (2001). Yedinci beş Ataman, A. (2014). Giriş. A. Ataman (Ed.). yıllık kalkınma planı (1996-2000). Üstün zekâlılar ve üstün yetenekliler ko- http://www.sp.gov.tr/upload/xSPTemel nusunda bilinmesi gerekenler (1.Baskı). Belge/files/2Ot9M+plan7.pdf adresin- Ankara: Vize. den alınmıştır. Bakioğlu, A. ve Levent, F. (2013). Üstün Yete- Devlet Planlama Teşkilatı (2007). neklilerin Eğitiminde Türkiye İçin Öneri- http://www.kalkinma.gov.tr/Lists/Kalkn ler, ma%20Planlar/Attachments/1/Ninth%2 Üstün Yetenekli Eğitimi Araştırmaları Dergisi, 0 Development %20Plan%202007- 1(1), 31-44. 2013.pdf Çetinkaya, Ç. & Döner, İ. (2012). Türkiye’de Devlet Planlama Teşkilatı (2012). üstün yetenekliler tanınan hakların ince- https://pbk.tbmm.gov.tr/dokumanlar/ka lenmesi. Journal of lkinma-plani-9-genel-kurul.pdf adresin- Education, 2(3), 7-20. den alınmıştır. Çetinkaya, N. (1998). Öğretmenlerin ve öğ- Enç M. (1979). Üstün beyin gücü “Gelişim ve rencilerin çocuk haklarına bakışının de- Eğitimleri”. Ankara Üniversitesi Eğitim ğerlendirilmesi. Yüksek lisans tezi. Mar- Bilimleri Fakültesi Yayınları No:83. Anka- mara Üniversitesi, 241s., İstanbul. ra Üniversitesi Basımevi. Ankara. Dağlıoğlu H. E. (2014). Türkiye’de Üstün Yete- Enç, M., Çağlar, D. ve Özsoy, Y. (1975). Özel neklilik Eğitiminin Durumu. Yeni Türkiye eğitime giriş. Ankara: Ankara Üniversite- Dergisi. (59) Temmuz-Ağustos 1413- si Eğitim Fakültesi Yayınları No:49 Kalite 1424. Matbaası. Davaslıgil, Ü. (2004). Erken çocuklukta üstün Gagne, F. (1991). Toward a differential model zekâlı çocuklara uygulanacak farklılaşmış of giftedness and talent. In N. Colangelo eğitim programı. 1. Türkiye Üstün Yete- & G. A. Davis (Eds.), Handbook of gifted nekli Çocuklar Kongresi (23-25 Eylül education (pp.85-92). , MA: Allyn 2004). Seçilmiş Makaleler Kitabı, s: 289- & Bacon. 300. İstanbul. Gardner H. (1983). Frames of mind. New York Devlet Planlama Teşkilatı (1963). Kalkınma ; Basic Books. planı (Birinci beş yıl) 1963-1967. Gardner H.(1991). The unschooled mind: How http://www.kalkinma.gov.tr/Lists/Kalkn children think and how schools should ma%20Planlar/Attachments/9/plan1.pdf teach. New York: Basic Books. adresinden alınmıştır. Güven, İ. (2012). Türk eğitim tarihi. Edirne: Devlet Planlama Teşkilatı (1973). Üçüncü beş Paradigma Kitabevi Yayınları. yıllık kalkınma planı, 1973-1977. http://www.tuzyeksav.org.tr/ http://www.kalkinma.gov.tr/Lists/Kalkn

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 15

http://www.bursabilimmerkezi.org/sayfa/tubi /2014_10/02113646_18_sura.pdf adre- tak-ustun-zekalilar-ve-yetenekliler- sinden alınmıştır. akademisi/ 61.htm MEB (2010a). Üstün zekâlıların/yeteneklilerin http://www.meb.gov.tr/ozel-yetenekli- eğitimi çalıştayı hazırlık dokümanı. Anka- ogrenciler-icin-yeni-stratejiler- ra: MEB Özel Eğitim Rehberlik ve Danış- hazirlandi/haber/9893/ tr. ma Hizmetleri Genel Müdürlüğü Yayını. http://www.tacved.org/ustun-yetenekliler- MEB (2013). Okul Öncesi Eğitimi Programı icin-dernekler-vakiflar MEB (2014). Kepenekci, Y. K. (2014). Eğitimciler için insan http://mebk12.meb.gov.tr/meb_iys_dos hakları ve vatandaşlık (Gözden geçirilmiş yalar/35/27/719973/dosyalar/2015_ ve genişletilmiş ikinci baskı). Ankara: Si- 02/02041116_19.millieitimuraskararlar. yasal. pdf Kırpık, G.; Ünal, U.; Işık, H., Demirtaş, B., Tok- MEB (2015). Milli Eğitim İstatistikleri Örgün demir, M. A.; Birbudak, T. S. ve Akyol, H. Eğitim 2014-2015. (2016). Türk eğitim tarihi el kitabı (Birinci MEB(1982).http://ttkb.meb.gov.tr/meb_iys_d baskı). Ankara: Grafiker. osya- Kili, S. ve Gözübüyük, A. Ş. (2000). Sened-i lar/2014_10/02113508_11_sura.pdf ittifak’tan günümüze Türk anayasa me- MEB(1988). tinleri. İstanbul: Türkiye İş Bankası Kültür http://ttkb.meb.gov.tr/meb_iys_dosyala Yayınları. r/2014_10/02113522_12_sura.pdf Küçükoğlu, M. (2014). Üstün ve özel yetenekli MEB(2006b). öğrencilerin eğitiminde model olan Be- http://ttkb.meb.gov.tr/meb_iys_dosyala yazıt Ford Otosan İlköğretim Okulu üze- r/2014_10/02113522_12_sura.pdf rine bir araştırma. Yüksek Lisans Tezi İs- MEB. (2006a). Özel Eğitim Hizmetleri Yönet- tanbul Sebahattin Zaim Üniversitesi Sos- meliği. Ankara: Milli Eğitim Basımevi. yal Bilimler Enstitüsü. İstanbul. MEB. (2007). Bilim ve Sanat Merkezleri Yö- Levent, F. (2011). Üstün yetenekli çocukların nergesi. Tebliğler Dergisi, 2593. hakları el kitabı: Anne-baba ve öğret- MEB. (2010). Üstün zekâlıların/yeteneklilerin menler için. İstanbul: Çocuk Vakfı Yayın- eğitimi çalıştayı (Hazırlık dokümanı). An- ları. kara: Özel Eğitim Rehberlik ve Danışma Levent, F. (2014). Üstün yetenekli çocukları Hizmetleri Genel Müdürlüğü. anlamak: Üstün yetenekli çocuklar sar- Morelock, M. (1992). “Giftedness: The view malında aile, eğitim sistemi ve toplum from within” Understanding Our Gifted 4 (Geliştirilmiş üçüncü basım). Ankara: (3), 1, 11-15. Nobel. Özbay, Y. (2013). Üstün yetenekli çocuklar ve Marland, S. (1972). The education of the gif- aileleri. T.C. Aile ve Sosyal Politikalar Ba- ted and talented (vol 1). Washington kanlığı Aile ve Toplum Hizmetleri Genel D.C.: Government Printing Office. Müdürlüğü, Ankara. U.S.:Commissoner of education. Özbay, Y., Metin, N., Dağlıoğlu, H.E., Çalışan- MEB (1991a). 1. Özel eğitim konseyi ön rapo- demir, F., Bencik Kangal, S. Ve Alemdar, ru. Ankara: MEB Yayımlar Dairesi Baş- M. (2009). Model Development for Inc- kanlığı. lusive Gifted Education in Turkey. 12th MEB (1991b). 19. Millî Eğitim Şûrası sona erdi. Inclusive Education in the Balkan Count- http://www.meb.gov.tr/19-mill-egitim- ries: Policy and Practice 25-27 June 2009 srasi-sona-erdi/haber/7594/tr adresin- Ohrid-Makedonya. Publishing House Ky- den alınmıştır. riakidis Brothers s.a. pp:245-251. http://www.resmigazete.gov.tr/eskiler/ Özsoy, Y., Özyürek, M. ve Eripek, S. (1989). 2015/06/20150625-3.htm. Özel Eğitime Muhtaç Çocuklar “Özel Eği- MEB (2003). İlköğretim Yöneltme Yönergesi. time Giriş” Karatepe Yayınları. Genel Tebliğler Dergisi 04.10.2016 tarihinde No:7, Özel No:6, Ankara. http://mevzuat.meb.gov.tr/html/2552_ Renzulli, J. S. (1986). The treering conception 0.html adresinden alınmıştır. of giftedness: A developmental model MEB (2010b). for creative productivity. conception of http://tkb.meb.gov.tr/meb_iys_dosyalar giftedness. Cambridge: Press Syndicate of University of Cambridge.

International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697

The Terms Used in Gifted and Talented Education in Turkey, 16

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International Journal of Early Childhood Special Education (INT-JECSE), 9(1), 1-16. DOI: 10.20489/intjecse.329697