volume 30 · no 1
EUROPEAN COUNCIL FOR HIGH ABILITY SPRING 2016
The First 16 Months of the European Talent Support Network: Great Progress and Eight Possible Misunderstandings
PETER CSERMELY, HUNGARY I owe great thanks to all participants in CONTENT SPRING 2016 this process, who devoted their time and efforts as volunteers. The Network already The First 16 Months of the 16 months after the decision of the 2014 proved to be a self-correcting, learning European Talent Support Network 1 ECHA General Assembly to support, organization, where the help and guidance Editorial 4 regulate and guide the formation of the of ECHA was a key element of success. European Talent Support Network, the An important element of continuous Financial Report 4 development of this Network became self-correction is to avoid bureaucracy, 21st World Conference for Gifted a widely accepted, grass-root self- which may arise during the intensified and Talented Children 6 organization process. The European Talent cooperation process. Trust and personal ECHA Conference Vienna 7 Support Network now spans more than contacts proved to be crucial in network 25 European countries, and draws interest building. Sharing and giving, transparency, State of the Art – Educating Gifted from all other continents in the world. serving others, as well as establishing a and Talented Students in Denmark 8 The Network is a rich source of European joint identity, joint service and community The Dynamics of Gifted Students’ cultural diversity, providing a wonderful feeling were and remain the key values of Educational Provisions in Greece 11 resource of best practices to apply the European Talent Support Network. cutting edge scientific results in the field Gifted Education in Slovakia According to the Programme of high ability and to help highly able APROGEN 13 people in Europe. The Network started to form excellent joint actions – also First International Panel on Topics involving talented young people from >>> page 2 Related to Gifted Education 18 various European countries. After only 16 A New Learning Resource months this progress is rather remarkable. www.echa.info for the Gifted 25 Brief chronology of events after the decision of the 2014 ECHA General Assembly to support, regulate and guide the formation of the European Talent Support Network
ECHA NEWS volume 30 · no 1 · SPRING 2016
Brief chronology of events after the decision of the 2014 ECHA General Assembly to support, regulate and guide the formation of the European Talent Support Network
a.) 18 September 2014: The General Assembly of ECHA accepted education, culture, youth and sports, Robert-Jan Smits, the the proposal for the Development of a European Talent Director General of research & innovation, as well as several Support Network with no votes against and 4 abstentions members of the European Parliament (Kinga Gál/HU hosting and elected Lianne Hoogeveen as president, Christian Fischer the event, Sean Kelly/IE and Igor Soltes/SL). Representatives and Margaret Sutherland (2014-2018), Csilla Fuszek and Colm of all 14 European Talent Centres had their first meeting O'Reilly (2014-2016) as members of the ECHA Accreditation electing Lianne Hoogeveen as interim representative of the Committee by a secret ballot. Network, and Csilla Fuszek as interim coordinator of the b.) 20 September 2014: the Accreditation Committee had its first Network until 31 December 2016. Centre representatives meeting in Ljubljana. agreed a.) to continue their discussions on a regular basis; b.) c.) 17 October 2014: the Accreditation Committee had its second to issue a call for the registration of European Talent Points meeting in Dublin. and on the main guidelines of the registration process; c.) d.) 3 November 2014: answers to several frequently asked to apply for EU funds in Erasmus+, Creative Europe and questions on the European Talent Support network were Horizon2020 calls; d.) to establish a Youth Committee by published on the ECHA web-site (http://echa.info/110- delegating one young talented person per Centre; e.) to frequently-asked-questions-on-the-european-talent-support- consider the feasibility of the establishment of a European network). Talent Portal. Representatives welcomed the European Youth e.) 11 February 2015: a widely publicized open call for Summit (http://www.youthsummit.eu/) taking place in applications to be a European Talent Centre was published on parallel with the 2016 ECHA Conference in Vienna. the ECHA web-site (http://echa.info/121-call-for-application- j.) 12 November 2015: an open call for the application to to-be-a-european-talent-centre), and was sent (among become a European Talent Point was published on the ECHA others) to all ECHA members. web-site, and was widely publicized (http://echa.info/141- f.) 7 April 2015: 28 applications from 18 European countries call-for-application-to-be-a-european-talent-point). (Austria, Belgium, Czech Republic, Denmark, Estonia, France, k.) 31 January 2016: more than 200 applications to become a Germany, Hungary, Ireland, Italy, Lithuania, the Netherlands, European Talent Point from more than 20 European countries Russia, Slovakia, Slovenia, Spain, Switzerland and Turkey) and were received. even one from Brazil were submitted (http://echa.info/125- l.) February 2016: preparation of a joint Erasmus+ application large-interest-for-the-establishment-of-a-european-talent- (coordinator Colm O'Reilly), Creative Europe application in support-network). 2016 (coordinator Csilla Fuszek), as well as a Horizon2020 g.) 14 April 2015: the Accreditation Committee had its third application in 2017 (coordinators: Albert Ziegler and Heidrun meeting in Nijmegen. Stöger) was intensified; preparation of a 2nd call for European h.) 4 July 2015: after a careful evaluation, 15 of these applications Talent Centres (now with the possibility of Associated (more than half) was judged by the ECHA Accreditation European Talent Centres) is ongoing, and with coordination Committee as passing the 70% scoring threshold of the of Javier Touron a thinking process started on a potential clearly worded selection criteria, which were published at the European Talent Space, which will be a 3D virtual world social time of the open call for applications including the scoring network for the highly able people in Europe. sheet of the applications; after notifying the applicants m.) 12 February 2016: the Accreditation/Qualification Committee the organization of the Estonian European Talent Centre had its fourth meeting in Budapest informed us that in the meantime there was a sudden n.) March 2016: the Qualification Committee had its fifth unfavourable change in the life of this organization, which meeting in Vienna made them unable to act as a European Talent Centre in the o.) 15 March 2016: the second call on European Talent Centres first round of the applications. This is how the final number of was published European Talent Centres in the first round of the application p.) 30 April 2016: deadline of the second call on European Talent process became 14 (http://echa.info/129-breaking-news-the- Centres first-14-european-talent-centres; http://echa.info/high-ability- q.) June 2016: the Qualification Committee will have its sixth in-europe/#). meeting in Vienna i.) 29 September 2015: the first 14 European Talent Centres were r.) 30 September 2016: planned deadline of the second call on inaugurated in the Brussels building of the European European Talent Points Parliament (http://echa.info/137-talent-support-map-of- s.) November 2016: election of the Council of the European europe-info-on-european-talent-centres-was-published) in Talent Support Network starting to operate from 1 January the presence of Tibor Navracsics, the EU Commissioner of 2017.
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The 16 months of the European Talent Misunderstanding 2: membership, multitude of experiences Support Network is an age when an infant The Network is directed from one reflecting the cultural diversity of Europe, starts to walk and speak. However, truly central headquarter and, last but not least, solid scientific understandably, the infant's very first Different versions of this statement never background gave an unprecedented movements and words are not always specify what is actually this "central unique help in the formation of the correct, and often contain slight errors and headquarter". The European Talent Centre European Talent Support Network. ECHA misunderstandings. This is very natural, in Budapest? We have 13 more European accepted the network building programme and actually very helpful, since it induces Talent Centres. Many of them have an in a very democratic process, where the self-correction, which is a key ingredient equally active role in Network building original plans were modified several times of progress. In the following part I will as the Budapest Centre. ECHA? ECHA (and they are still being modified as practice list eight misunderstandings about the does help and guide the formation of the and experience suggests), which already at European Talent Support Network, and European Talent Support Network and the very beginning made the structure and will try to formulate a hopefully close-to- offered help in formulating its regulation forms of the European Network completely consensus version of the related views. at the beginning of the organization different of the Hungarian Network. process. But this is an initial help, which Misunderstanding 1: is needed to use the unique expertise of Misunderstanding 4: The Network is an elite club of a few ECHA members to ensure the high quality The Network is only a bureaucratic key players declaring themselves to and cultural multiplicity of the resulting burden, which gives empty titles to its be elite by self-nomination and self- Network. As the Network grows and gains participants qualification experience, I guess around its "school Why is the participation in the European Four of the first 14 Centres (29%) are age", no direct help will be necessary Talent Support Network different from indeed from the organizations of the 5 for its further development. However, conferring titles and having administrative persons forming the committee judging the these ideas are currently premature, ballast? The qualification of European Talent applications (obviously, these representatives and will be discussed by ECHA and the Centres and the registration of European did not take part in the judgement of their Network in a few years from now. The Talent Points increases several benefits of own centre). This was expected, since the Network has already several "leaders", like inter-organizational cooperation, such as Committee members were selected from Lianne Hoogeveen, its representative, exchange of best practices; those institutions, which, in fact, were Csilla Fuszek, Colm O'Reilly, Anna Maria increase the number of cross-country operating as "European Talent Centres" Roncoroni, Heidrun Stöger, Javier Touron research projects in the field; already much before this process. There and Albert Ziegler organizing key actions increase of the stability and robustness will be future rounds of applications most of the Network, Christian Fischer and of everyday work (due to the increased probably each coming year, but definitely Margaret Sutherland participating in the exchangeability of colleagues in case in 2016. It is possible that many of the 13 ECHA Qualification Committee qualifying of maternity/paternity-leave, sickness, initial applicants that were not approved European Talent Centres (together with 3 personal problems, etc.); in the first round will pass the selection other ECHA members listed above) and increase of community-feeling giving threshold in the second round, since in the the 9 representatives of European Talent emotional and structural help for consultations before, during and after the Centres (Elisabeth Halmer, Mojca Jurisevic, those participating in the network; selection process some centres worked hard Jana Klagova, Tessa Kieboom, Victor increase of the effectiveness of using to improve their work and/or application Mueller-Oppliger, Brone Narkeviciene/ material resources in a region; further, and made efforts to become Leonas Narkevicius, Ugur Sak, Johanna increase of cooperation between qualified as a European Talent Centre. We Stahl, Stanislav Zelenda) not mentioned talented young people enhancing also know about other organizations from in the list above. This "leader list" now their creative productivity (e.g. by other European countries, which will most includes the representatives of more than using peer-support to become more probably submit an application in 2016, or 200 European Talent Points and grows excellent); later. In January 2016 we received more than from month to month. During the Network extension of the number of gifted/ 200 European Talent Point applications from development all European Talent Centres talented people receiving recognition 25 European countries. The first 16 months and Points remained independent, and and support; of vigorous growth, the plans for further are tied only by their voluntarily accepted extension of the number of people extensions, the trust, enthusiasm and love cooperative actions. This Network will (teachers, mentors, parents, experts, how existing Network members welcomed never be a hierarchical, but will remain a scientists or business people) involved new ones I hope already convinced those, network with many horizontal contacts. in talent support; who thought that the European Talent creation of better and/or more Support Network will be a 'closed elite club' Misunderstanding 3: effective chances to obtain local, that it is just the opposite of that: a self- The Network is a scale-up of the corporate social responsibility, national organizing, living entity, wanting to help just Hungarian Talent Support Network and EU funding; as many cross-country cooperation within The European Talent Support Network (and even outside) Europe, which is helpful, was established by a completely different >>> page 5 useful, and which can be organized by the process than the Hungarian Network. ECHA, existing capacities. with its traditions of 25 years, high quality www.echa.info
3 ECHA NEWS volume 30 · no 1 · SPRING 2016
Editorial
ANNETTE HEINBOKEL, GERMANY called “Förderstrategie für leistungsstarke work that way.” In reality the promotion Schülerinnen und Schüler” (Strategy to of bright children is a question of social Promote High Achieving Students) in justice, therefore a “genuine left subject”. This spring 2016 issue of ECHA News is full June 2015, the individual ministries met of information from conferences, the 21st to discuss further developments. Three For those who understand German: „Die World Conference on Gifted and Talented ministries at present dominated by Rechten kümmern sich um die Schlauen, Children in Odense, Denmark, and the conservative parties met in December die Linken um die Abgehängten: So 15th ECHA Conference in Vienna, Austria. 2015, 13 ministries dominated by socialist funktioniert das nicht“ (…) In Wirklichkeit Having attended many conferences it’s / green parties followed suit in February sei die Begabtenförderung eine Frage der interesting to note what is new – and also 2016. sozialen Gerechtigkeit, ein „echtes linkes that the basics that have been known for Thema“ also (Die ZEIT, 25.2.2016). decades are still the same, but are being What is really interesting about the adopted by more and more states, school development: whereas conservative As I wrote in the autumn 2015 issue of districts, individual schools and teachers. parties and/or teacher associations have ECHA News: Let’s see what will finally end been in favour of gifted education for up in all the classrooms – and how long Being German, I of course know more decades (however, they did not always do that will take. about the development in Germany: you, what experts deemed to be ‘state of the the members of ECHA, are responsible art’ or ‘best practice’ in this area), socialist for providing the other members with and/or teacher associations had a negative Annette Heinbokel, editor information about your countries. attitude towards gifted children, their Contact: [email protected] parents and the whole business of gifted The latest development in Germany. education. This seems to be changing. Ties Rabe SPD (Socialist) senator for schools in After the ‘Kultusministerkonferenz’ (the Hamburg, said: “Right wing people look body of all the 16 ministers responsible after the clever ones, left wing people after for education) had published a paper those that have been left behind: it doesn’t
Financial Report OPENING BALANCE 01.01.2015 46.416,12 € 01 January 2015 – IN OUT full membership (*) 10.480,98 € Ingenico monthly fee 1.061,01 € 31 December 2015 student membership (*) 26,35 € Transaction charges 21,04 € corporate membership (*) 1.148,16 € bank costs + charges PC banking 31,20 € TESSA KIEBOOM, TREASURER, BELGIUM legal cost De Mul Zegger 370,50 € Contact: Net interest 32,89 € Dicks' ECHA News 2.177,70 € [email protected] Annette Heinbokel ECHA News 1.050,00 € conference video 38,00 € T&F HAS 11.362,56 € T&F overpayment GBP->EUR 1.805,74 € Website ECHA 4.050,00 € Müller ECHA Conference Vienna 392,00 € ECHA Seminar BXL 840,00 € Hoogeveen BXL 65,00 € Trademark ECHA 1.754,50 € World Council membership 231,48 € Vienna Conference Fee Van Tricht 198,00 €
Total IN 13.532,12 € Total OUT 23.607,00 € (*) as a result of credit card payments membership fees are no longer rounded figures because of costs charged CLOSING BALANCE 31.12.2015 36.341,24 €
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increase of the visibility of the issues communicate in English, are only there to Misunderstanding 8: related to giftedness, high ability and ensure efficient cooperation and – mostly The Network and ECHA became cards in talent support leading to a better in case of European Talent Centres – to a political game chance to change related policies; guarantee a high quality and reliability of There is a growing intensity of contacts help the establishment of inter- work. Multi-cultural diversity, a great between ECHA, the European Talent nationally supported / grounded richness of Europe in the field of gifted Support Network and the European minimum standards of talent manage- education, should be preserved and Parliament, the European Commission, ment and talent support programmes fostered by this process. In fact, the first as well as the governments of European in a region, country or (finally) in 14 European Talent Centres were already countries (particularly those, who serve Europe. highly diverse. Their determination to in the actual EU-presidency trio). These Not titles, but all these options are the cooperate at the European level is their contacts are important to increase the real values of the European Talent Support most important common denominator – chances of financial help of talent support Network. Importantly, the data we need besides high quality work in their own from the EU and European countries, as to register European Talent Points are field related to gifted education and talent well as the inclusion of gifted education needed to share them with others ensuring support. and talent support-related matters into cooperation. From European Talent Centres educational (and many other) policies both we need somewhat more data but this Misunderstanding 7: at the EU and at the member state level. All is to ensure the high quality of these The Network is for talented people only these were long-time goals of ECHA, which organizations. Please let us know if you and does not serve the gifted or the were also stated in the Articles of ECHA find any segments of the forms, which you highly able as parts of the aims of the organization. think are not needed, not necessary or too There are decade-long debates on the The Network will never sacrifice the rights complicated. precise meaning, content and differences of gifted and highly able individuals of the expressions "talented", "gifted" and for individual treatment, freedom and Misunderstanding 5: "highly able" (any many similar expressions special education as a part of a political European Talent Centres are more used in the field). Though the European compromise. powerful, more prestigious than Talent Support Network has the word European Talent Points "talent" in its name, its Centres, and Points Please note that the above sentences Both European Talent Centres and are supporting a wide range of gifted and were my attempts to formulate a close- European Talent Points are equal players highly able people (young and older alike). to-consensus view in key issues of the of the mutual cooperation in the European The Network does not restricts talent to European Talent Support Network. These Talent Support Network. European Talent "high achievement", since its members views are based on several discussions with Points have all the benefits of the Network understand that giftedness and high ability Network members. However, despite of the (including the support of European Talent have a million forms, and exactly the novelty many discussions, we need to refine them Centres). European Talent Centres have of this million forms is giving Europe those further. Therefore, I ask all readers of this some more responsibilities: they organize strikingly, disruptively, and astonishingly summary to write their criticism, questions, cooperation in a region, in a country novel solutions, what the novel challenges or comments to my email address (see and/or in the whole of Europe. European of the 21st century require. As it was nicely below). Thank you very much for your Talent Centres do not have "power" or stated in the 2014 ECHA General Assembly views, help and contribution to make the "authority" over any European Talent decision: the Network "sees the individual European Talent Support Network even Point. This was one important reason why at all different ages and their context better! a suggestion was made to change the irrespective of socio-economic status with word accreditation to qualification in the interconnections at pre-school, school and acceptance of European Talent Centres in university level." The Network will never Peter Csermely, President of ECHA order not to imply a hierarchically higher 'brainwash', 'domesticate' or 'control' gifted Contact: [email protected] position of Centres in the Network than individuals, since it highly honours the that of Points. individuality and freedom of development of gifted people. The Network wants to Misunderstanding 6: open new (also Europe-wide and world- The Network is requiring conformity wide) dimensions for growth for the highly of its European Talent Centres and able, and to prevent any measure, which European Talent Points to central reduce their possibilities to develop. guidelines and requirements In the European Talent Support Network there are no "central guidelines' or other 'requirements' which restrict, modify or re-direct the activities of any European Talent Centre or European Talent Point. Requirements, such as the ability to www.echa.info
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21st World Conference of the World Council for Gifted and Talented Children – Odense, Denmark, August 2015
OLE KYED, DENMARK classroom culture, emotional development ‘The Intelligent Child’ – was successfully etc. The participants inspired each other launched, helping to create a focus on the and many returned home with brand theme. ”Being born in a duck yard does not new ideas for concrete measures in their matter if only you are hatched from a daily work and life. Lots of talks about Among the post conference options there swan’s egg” establishing national and international was a visit to the Science Center Sorø, where Hans Christian Andersen conveys this networks and websites where didactic the Nordic conference committee met and message in his fairy tale about “the ugly questions can be discussed. How to find planned for future Nordic conferences in duckling”. Exactly this story about the small the gifted children in the classroom and giftedness. The next conference will be duckling being bullied and hunted but ending how to handle their specific problems and in Vasa, Finland – 1st and 2nd September up rustling its feathers, curving its slender use their resources. It all contributed to 2016. neck and crying joyfully from happiness fits the focus on how to find and release the quite well into the Danish opinion about potential of every pupil. And now that the To organize a conference like the World being gifted and having talent. In the end conference is a couple of months behind Conference is hard work and takes a lot of it will show that you have managed. You us we can see that a process has started. energy in people’s spare hours. The logistics will forget all the pain, the many years of Professionals working with gifted children need to be well prepared, and due to a new frustration and exclusion, the loneliness and their challenges have experienced a system things did not turn out as planned and the low confidence in yourself. It is all growing interest and curiosity concerning and expected. We learned that it is a good forgotten the day you find your place in life their work, both from schools and from idea to have very close co-operation with and get good results. municipalities. the world council.
One of the reasons that so few Danish As a new thing the organizing committee Denmark still has a long journey ahead teachers and other professionals – together with the parent organization concerning acknowledgement of gifted participated in the 21st World Conference in Gifted Children – had chosen to arrange a children’s needs and problems, and this Odense, the home town of Hans Christian Parents’ Day the day before the opening of path is traveled mainly by a few fiery souls. Andersen, was that the Danish schools had the conference. It was held on the Sunday Luckily we see these people both here in just opened after their summer holidays. and this made it possible for about 80 Denmark and in our co-operation with Teachers and professionals were fully parents and teachers to participate. The other countries. occupied, even though the subject and theme was: “Your child is gifted – what theme of the conference was relevant and now?” The participants had the opportunity The little Danish swan is still quite bashful, exciting for teachers and other professio- to meet three members of the present but we do not put our head under our nals. How can the theoretical knowledge executive committee, the chairman Leslie wings anymore. We lift it and go forward be implemented through didactic mea- Graves (“Three Generations of Giftedness – towards new and higher goals in a still sures in the daily life of children? How can no Bed of Roses”), Julia L. Roberts and Ken stronger way. we “Turn research into practice”, an area McCluskey (“Is it ADHD or Just Energy?”) as which is still to be introduced into Danish well as Shirley Kokot (“Your Child is Gifted Ole Kyed has worked as a school educational institutions for school teachers – what now?) and Dorothy Sisk, one of the psychologist for more than 40 years and and kindergarten teachers. founding members of the World Council. has been the prime motor for the whole debate about gifted and talented children in Of the 550 participants from all over I had the opportunity to participate with Denmark. He has been the Danish delegate the world about 110 persons from a workshop (“What does it mean to be at ECHA for many years and the Danish Denmark came throughout the week and gifted in the Danish culture? – Challenges delegate to the World Council for Gifted and participated some of the time. and barriers”). The day offered a lot of Talented Children opportunities for exchanging experiences Contact: [email protected] For the many participants in the conference among the parents and the international it was a rich experience. There was plenty of professionals working in the field for sharing of experiences among participants many years. It was a unique chance for from the various countries. There was a the parents, but certainly also for the very broad spectrum of themes and professionals. presentations. There were lots of discussions about learning environment, educational In connection with the conference a methods, educational differentiation, new book in Danish – the 2nd edition of
6 ECHA NEWS volume 30 · no 1 · SPRING 2016
Impressions of 15th ECHA Conference in Vienna, Austria
ATHINA PAPAKONSTANTINOU, GREECE
Taking part in a conference was a new experience for me and I feel really lucky that the 15th ECHA conference in Vienna gave me this opportunity. My first impression and most decisive was the sense of hospitality and intimacy that the organizing team conveyed to participants. The warm environment of the Hall of Science, the smiling faces of people working at the welcoming point helped me from the beginning to feel part of this conference. Most of all, I feel grateful that I had the opportunity to meet fellows from around the world to exchange experiences Conference in Motion – On the way to Krems (Photos: Heinbokel) and new research ideas. Roy Kübrich, Barbara Saring, Jaana Rasmussen, Viire Sepp
There were 609 participants, mostly Class Dynamics as Emerged through went to Palestine. Until his retirement he from Austria of course (231), but also Family and Class Drawings”, carried out by was Editor and Managing Director of the large groups from Germany (72) and the my supervisor, professor Aikaterini Gari, Jerusalem Post. – At Krems there were also Netherlands (49) and even from as far away and two MsC students at the School of lectures and presentations, and on the way as Kazakhstan, Thailand and Sierra Leone. Psychology, Ioanna Mandaliou and me. back participants enjoyed the gala dinner. It was an intriguing experience for me Among the large number of remarkable and despite the preceding stress, finally One point I would like to mention, is workshops, some of them really drew my left me nothing but good memories. In that paper presentation sessions should attention. I was particularly fascinated future I hope I will continue researching be scheduled in a way that more people by a workshop presented by Christiane and deepen my knowledge in facilitating could watch each presentation, as in my Fischer-Ontrup entitled: “Developing and inhibiting factors of motivation. own session only five people were present Motivational and Self-Regulation Skills in in the hall and among them four were Gifted Students with Learning Difficulties On the Friday the “Conference was in presenters. – From an Individual Training to a Group Motion”: participants were taken by boat Training” in which skilful techniques to the Danube University in Krems. There used by instructors helped young gifted was a lecture on the boat by Gabriele Athina Papakonstantinou is a MsC student underachievers to cope with factors that Weigand on Gifted Education and Cultural at the School of Psychology, Department used to restrain their potential. Diversity and an impressive interview with of Philosophy, Pedagogy and Psychology, Ari Rath on ‘Gifted people leaving their University and Kapodistrian University of A while later I presented research work, home countries and realizing their talents’. Athens about “High Ability Students’ Family and Rath had to leave Vienna in 1938 and Contact: [email protected]
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State of the Art – Educating Gifted and Talented Students in Denmark
BIRGITTE ARNVIG, DENMARK The school reform in 2014 reviewed The Academy for Talented Youth5 (ATU) learning in new G&T areas, requiring: is one option for G&T students. A lot of State schools (Folkeskolen) must high schools have committed themselves In 2014 a new school1 reform2 became challenge all pupils to reach their full to ATU, because then they do not have to law for all state schools in Denmark. One potential create other special programmes for the of three main topics is driven by the Allow state schools to create talent G&T students at their school in order to fact that the state school (Folkeskolen) classes in the area of sports & music satisfy the statutes. It is an option where the must challenge all pupils to reach their Divide students into teams half the students can join educational programmes full potential. In Denmark there has never time they are in school in school or after school, join excursions, before been a policy to accommodate Time for in-depth academic study lectures at universities, etc. gifted or talented students in primary and Three levels of challenges – national secondary school as in other European goals It started in Copenhagen and has now countries. Nevertheless, since 2003 there expanded throughout Zealand to the has been a law that at High School, there Upper secondary education – high middle of Jutland and Fyn and is a fine and should be some kind of attention given to school (grammar school) reform (2003) good supplement for their interests and this special group of students. In 2011 the Special offers for gifted and talented development. Government published a report on how students to accommodate the education of gifted Opportunity to study at university4 and talented students in Denmark. Since Upper secondary education then some municipalities have worked on In 2003 the Government changed the this singlehandedly, creating offers and high school system. One of the notable Today there are all in all 232 (state and non- strategies to accommodate and develop changes was that it was statutory to state) high schools in Denmark. Almost half options for the special needs of gifted provide educational opportunities to G&T of them, 114, have a special profile. The and talented students. In this article the students. High schools are allowed to upper secondary education normally lasts state of the art will be divided into three collaborate with universities, allowing G&T three years, because of the special profiles topics concerning the law and education students to study at university level while some of the schools expand the duration for gifted and talented students as follows still attending high school. by one year.
Government statutes See list of profiles below. Municipalities’ strategies and activities Non-Governmental Organizations Competitions & Camps Conferences What needs to be done
The government’s point of view
In light of the Report of Talent in 20113, it suddenly became legal to talk about the need to provide special education for Gifted and Talented (G&T) students. Before it had never been a real issue unless the education referred to sports, the sciences or math. Of course the change in the high school curriculum, in 2003, had also had a huge influence on the way of seeing the needs of special education for G&T students. Thereafter Denmark had its first 1school means state school from grade 0-9, age 6-15, covers primary and secondary school. science education lab in Sorø, donated 2http://eng.uvm.dk/Education by Maersk Mc. Moeller in 2008-2009, and 3http://www.uvm.dk/service/~/media/UVM/Filer/Udd/Folke/PDF11/110414_Talentrapport_hele.ashx 4http://www.uvm.dk/Uddannelser/Gymnasiale-uddannelser/Forsoeg-og-udvikling/Udviklingsplanens-anden-fase/ then came science high schools and state Indsatsomraade-7-Talentudvikling schools with a special profile for sports. 5http://ungetalenter.dk/frontpage
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“Youth School” (Ungdomsskole) Sorø – the politicians have just decided Examples of upper secondary schools for statutory upon a new strategy for G&T students; G&T five years programme e.g. camps, training teachers, master From 8th grade – five years Masterclass, education and leisure classes etc. Koege Real Private School and time activities, late afternoon school, Hoersholm has worked for many years Gymnasium 7th grade and up (13-18 y.) to support G&T students. Hoersholm Bagsvaerd Kostskole and Gymnasium is one of the pioneers in the field. Oeregaard Gymnasium In Denmark it is compulsory that every Because of the long term work, the G&T municipality has a so-called Youth School. programmes are today incorporated Children from 7th grade and up – 13 to into the daily school system. Non-Governmental Organization 18 years old – can join the school in the Lyngby-Taarbaek is in its development evening hours, receive education and phase. They joined a network of internet UNF8 – The Youth Science Union do leisure time activities. Some of these sites where they upload education, etc., The UNF is a science union for young schools offer master classes. The students concerning G&T students. people and has existed since 1824. A can be taught in special G&T areas e.g. http://skolenivirkeligheden.dk/lyngby- unique institution whose main purpose space lab, how to become a writer, politics taarbaek is to spread knowledge about the and debate. Sometimes they have to Esbjerg – The Blaabjerggaard School – sciences to young people. They have submit an application or just join the class. today known as Vita School (Vitaskolen) departments in Copenhagen, Aalborg, has for several years had success with a Aarhus and Odense, and cover all of class for talented students they created Denmark. Municipalities’ strategies and activities called Da Vinci. The school participates Gifted Children9 – social union for in research with The Danish School of Edu- gifted children In Denmark there are 98 municipalities. cation (DPU), concerning G&T students. Gifted Children is a social union whose During the last five to eight years more purpose is to support gifted children and more municipalities have developed in the top five percentages of the strategies concerning the needs of Private Schools – Charter Schools for intelligence scale. They support these G&T students. A survey6 among the 98 G&T students children’s families through activities, municipalities showed, that at least 14 networking and sharing knowledge. municipalities provide education for G&T In 2004 the first school for gifted children They also help and consult teachers students, though most of the education was founded near Copenhagen. It was the and schools to support gifted children is accommodated at secondary or upper Mentiqa school – later it changed its name and contribute to the public debate secondary schools. Very few municipalities to Atheneskolen. In the following years about how to accommodate gifted have programmes targeting primary schools three more Mentiqa schools were founded. children. including 5th grade. 74 municipalities chose Unfortunately only one of these schools still not to answer the survey. Here are some exists today. Other schools have adopted The union has officially existed for a decade examples and a short comment of what the concept of having special education and has about 1500 family members. characterizes each municipality. for G&T students. Private schools – Charter Schools tend to open new classes only for Municipality G&T students, which are often combined Competitions and camps Greve has worked with G&T students with the high school. For example, the G&T since 2007. It was politically approved students can attend the upper secondary During the last decade or two, it has in 2013. Every year the headteachers school beginning at the 8th grade and become more common to participate in have to explain how they have worked meanwhile attend high school. competitions and camps. This goes for both with G&T students and what they have secondary and upper secondary school. accomplished. Primary and secondary schools for G&T The Danish business community supports Gentofte is one of the first municipali- in Denmark some of these competitions to encourage ties to create a consulting team to Mentiqa young students to excel in their field and support the teachers of G&T students. • Hadsten closed hopefully to explore the joy of inventing Four teachers with knowledge about • Odense (Fyn) closed and brainstorming, and because we need G&T students are connected to the team • Aalborg (Jutland) more educated scientists in Denmark. Here and offer special courses for teachers. Atheneskolen are some examples of bigger competitions Slagelse – the politicians have decided • Copenhagen – Soeborg (Zealand) in Denmark. to train to teach G&T students. They Koege Real Private School and specialize in different public school Gymnasium profiles for example: Antvortskovskolen7. • From 4th grade Learning Tech lab (Lego & Robots), peer to peer teaching and more 6Survey made by Birgitte Arnvig, [email protected] for more details. 7http://antvorskovskole.slagelse.dk/om-skolen/learninG&Techlab/learninG&Techlab-hvor-er-vi-nu 8https://unf.dk 9http://giftedchildren.dk
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Competitions – national and Right now it is very popular to create What we need to do international science camps, but more camps for sports, arts, and writing have been allowed. To accommodate G&T children and State School – secondary School students we need to focus on who these • Unge forskere10 (science) Danish Conferences kids are. Right now we are simply not • Min vildeste idé10 (science) good enough at identifying the kids. • First Lego League11, world wide, Given the size of Denmark, there is a lot Danish research shows that 40 percent of (Lego Robots) going on concerning the sharing of G&T the children do not thrive, another study Grammar school – upper secondary knowledge. In 2015 the international shows that a gifted child will at some point school World Council for Gifted and Talented during school not thrive. It is necessary • Georg Mohr12 (math) Children (WCGTC) held its conference that we have tools to identify the children • Unge forskere10 (science) in Denmark in Odense. Before that before they enter school because many • Forskerspirer13, (science), University Sciencetalenter14 in Sorø had established students lose interest in learning and they of Copenhagen, a Nordic cooperation to share knowledge become underachievers. Teachers and • Olympic games: World Wide which holds a Nordic conference every pedagogical staff need the right education (physics, biology and math) year. Next year the conference will be held to accommodate these children’s needs Other in Finland. and development. We need to do more It is not only in the field of science research in Denmark to understand the that there are competitions, but also Science Talents21 – Sorø behaviour and needs of these children. We in areas such as bricklaying, carpentry • Annual Nordic Conference for three have to develop textbooks and educational and hairstyling. Every year the Danish years. In 2016 it will be held in material to support teachers and students. Television (DR) has the international Finland And finally we have to educate teachers to competitions for conductors in the • Annual Day of Talent – the second educate the G&T students. Malko14 competition. Thursday in December • Annual Parliament Day at Birgitte Arnvig, cand. pæd., has studied Camps ”Folketinget” in May at the Danish School of Education. At It has become more common in Denmark ATU (ATU.dk) – grammar school, present she educates teachers to identify to create a camp during vacation or annual and accommodate the needs of gifted and at school. The student can submit an University College (UCC) – Public talented children in school as well as after application through a school, a union or school school, and she has an interest in gender as a private person depending on the Talent Denmark (sport) (talent-dk.dk) issues among gifted and talented children. institution that creates the camp. Parent day related to WCGTC Contact [email protected]
Examples of camps • Sciencecamp15 at Sorø 10http://ungeforskere.danishsciencefactory.dk/content/unge-forskere-english Sciencetalenter (Science) 11http://dk.hjernekraft.org 12http://www.georgmohr.dk 16 • UNF camps (Science) 13http://forskerspirer.ku.dk • Technical University of Denmark17, 14https://www.malkocompetition.com/about/history?lang=eng 15http://sciencetalenter.dk DTU, (Science) 16https://camps.unf.dk • Camps for private schools18 17http://www.dtu.dk/Samarbejde/Gymnasier-og-skoler/Til-elever/Camps-konkurrencer-olympiader • Danfoss Universe19 (Science) 18http://talentcamp.dk 19http://universe.dk/oplevelse/science-camp/ • Boarding School20 (How to become 20http://osterskov.dk/arrangementer/ a writer) 21http://sciencetalenter.dk
IMPRINT Layout Copy ECHA News Published by: Editor ECHA News Dicks Werbeagentur Please send contributions to: Carfax Publishing, Annette Heinbokel 49080 Osnabrueck . Germany Annette Heinbokel Taylor & Francis Ltd. [email protected] Bismarckstr. 100 Customer Services Department Publisher 28203 Bremen . Germany Rankine Road ECHA News is published ECHA members also receive: Phone: +49 421 69675131 Basingstoke, Hants RG24 8PR, UK by the European Council HIGH ABILITY STUDIES [email protected] www.carfax.co.uk/has-ad.htm for High Ability The Journal of the European Council for High Ability Editor-in-Chief Heidrun Stoeger [email protected]
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Τhe Dynamics of Gifted Students’ Psycho-Εducational Provisions in Greece
AIKATERINI GARI, GREECE cities5. During this period, more and more while a large percentage of them had not parents and also teachers in state schools attended postgraduate studies (51.8%) and appeared to be interested in the ways they approximately one third of them (32%) had Gradual changes are being noticed in can meet the needs of high ability students attended seminars on special education Greece regarding high ability students’ within school and family and adopt specific and specifically on learning difficulties, education. The Greek Centre for Talented strategies that may encourage their gifted sensory impairments and disabilities but Youth (CTY-GR) was established in psychosocial adaptation and well-being. not on gifted/talented students. Greece in summer 2013, supervised by the Johns Hopkins University Center for Research projects that have also been A questionnaire of 39 items was created Talented Youth1 and funded by the Stavros conducted with Greek teachers since 2000, for this study, based on Gagné & Nadeau’s Niarchos Foundation. It has been set under tried to explore their attitudes towards questionnaire (1985) and the McCoach & the auspices of the Greek Ministry of the characteristics and educational needs Siegle’s questionnaire (2005) with a 7-point Education, Research and Religious Affairs of high ability students’ (Gari, 2003; Gari, scale (1 “strongly disagree” to 7 “strongly and organized a great range of educational Kalantzi-Azizi, & Mylonas, 2000; Gari, & agree”). Specifically, it consisted of Gagné & activities such as summer camps, CTY- Mylonas, 2004). Although many studies Nadeau’s 34 original items and 5 additional Online programmes for students of 9-15 have been conducted cross-culturally, items – culture bound – on how much years of age and weekend programmes for examining teachers’ perceptions, opinions teachers desire to attend a programme primary school pupils of 11-12 years2. One and attitudes towards gifted children for the education of the gifted, how year earlier (April 2012), the Greek MENSA and their education, a clear picture on much their attitudes are positive/negative had organized an One-Day Conference this issue does not exist so far (McCoach towards special programmes and ability at “Megaron, the Athens Concert Hall”, & Siegle, 2005; Tirri & Tallent-Runnels, grouping as well as to the extent they have entitled “Gifted and Talented Children 2004). Gender, socio-economic status, met gifted adults in the past and gifted and their Needs”3, bringing together self-perceptions of giftedness, perceived students in their classes. academics, child development experts, knowledge of giftedness, contact with psychologists, teachers and parents who gifted persons, academic performance Results showed that there were more have special interest in high ability children and previous experience of special gifted similarities in beliefs than in differences, and adolescents’ needs. Meanwhile, in the programmes appeared to be some of the regarding teachers’ positive attitudes winter of 2015, the “Hellenic Society for important factors that differentiate their towards the social value of gifted students the Educational Provision of the Creative/ attitudes/opinions (Allodi & Rydelius, and the idea of giftedness as a social Gifted/Talented Children and Adolescents”4 2008, Sept.; Troxclair, 2013). In Greece, this capital, while the school-wide enrichment has completed its tenth anniversary since picture seems to be much more unclear, model was seen positively by the majority its establishment, which means that it due to a lack of systematic pre-service of them. completed ten years of scientific activities and in-service teachers’ training on gifted for teachers and parents, mostly organized children’s educational and psychosocial Two reliable factors emerged that were in Athens and in some rural areas of Greece, needs (Gari, & Mylonas, 2004). The variables similar to two of the five original scales in close collaboration with the “Centre of teachers’ field of expertise, prior teaching of Gagné and Nadeau’s questionnaire: for the Development of Creativity” of the experience and working in special vs. “school acceleration” (α=.85), “social value” National and Kapodistrian University of general education that have recently been (α=.78), while two other original scales Athens focusing on the socio-emotional studied are significantly associated with were missing (“needs and support” and and psycho-educational characteristics of their attitudes (Polyzopoulou, Kokaridas, “ability grouping”). Additionally, two new gifted and talented students in the Greek Patsiaouras, & Gari, 2014). factors emerged that incorporated the mainstream educational system. In fact, five culture bound questions “The gifted it has fulfilled a “first wave” of activities For a deeper exploration of Greek teachers’ should be supported in mainstream towards the state school community beliefs, a research study, included in a schools/classes” (α=.60) and “I have met members’ awareness and sensitization on broader research project was initially gifted children in Greek society/schools” creativity, giftedness and talent, focusing conducted with 568 teachers, females (α=.84). These new factors point to the idea on teachers’ and parents’ beliefs via (50.4%) and males (49.3%), working at state that gifted students and adults are easily lectures, symposia, one-day conferences schools in Athens (49.6%) and other smaller met in teachers’ everyday life at school and various conference participations. urban areas (50.4%), of primary (56.3%) and in society, and also that state schools Additionally, it implemented some initial and secondary education schools (43.7%). psycho-educational interventions to some For the majority of the teachers (78.4%), >>> page 12 groups of teachers, mostly in state schools teaching experience from both state and in Athens and a few state schools in smaller private schools was more than 11 years, www.echa.info
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should meet gifted students’ needs, in smaller urban areas and in secondary Aikaterini Gari is Assoc. Professor of Social permit them to skip a grade under specific education are interested more strongly in Psychology at the Faculty of Psychology in circumstances and establish funding of understanding the educational needs of the National and Kapodistrian University special programmes for the gifted. the gifted and supporting them financially of Athens and appointed Director of the with specific educational strategies and “Centre for Creativity Development” (2012-). Teacher’ beliefs were differentiated in programmes, as had already happened Since 2014, she has been a member of terms of place of working at school, section in Greek state schools for students with the Executive Council (2014-2018) of the of education they worked in – primary learning difficulties. On the other hand, International Association for Cross-Cultural and secondary – and gender. Teachers teachers in the capital, younger teachers Psychology (IACCP). She is elected Chair in smaller cities (M=5.11) and secondary and males seem to be more familiar of the Executive Committee Board of the education (M=5.08), as compared with with the gifted individuals in class and “Hellenic Association for the Promotion of teachers in Athens (M=4.83) and primary everyday life and seem to be more clearly Education for the Creative, Gifted, Talented education (M=4.90), accepted more the predisposed to nominate them and try Children and Adolescents” (2003-2012, belief that mainstream schools should to provide special facilities in mainstream 2013-2015, 2016-) and also National meet the needs of gifted students and classes. Correspondent of the “European Council for should financially support students with High Ability” (ECHA) for Greece. special difficulties as well as students The necessity of providing knowledge Contact: [email protected] with exceptional abilities (p<.001, p<.05, and training on giftedness and talent for [email protected] respectively). Additionally, teachers in Greek pre-service and in-service teachers Athens (M=4.44), the younger teachers seems to be of great importance, along REFERENCES: Allodi, Mara & Rydelius, Per-Anders, with less teaching experience of 1-15 years with the demand for establishing specific (2008, Sept.). Gifted children their school (M=3.94) and males (M=4.36) answered programmes within mainstream Greek environments, mental health and specific that they had already met gifted individuals educational system. Following the “parallel needs: A study of Swedish teachers’ knowledge in personal relation networks and also initiatives” that some Greek educational and attitudes. Paper presented at the European Council for High Ability Conference, Prague, gifted students in class, as compared institutions had already taken, state school Czech Republic. with teachers in smaller cities (M=4.04, teachers should have chances to facilitate Gari, Aikaterini, (2003). The gifted as viewed by p<.01), with teaching experience higher and support gifted students in mainstream teachers, university students and parents. ECHA News, 17(2), 6-7. than 16 years (M=4.29, p<.01) and females schools and also to support themselves to Gari, Aikaterini, Kalantzi–Azizi, Anastasia, (M=4.11, p<.05). These results, presenting a be more effective in class (Tirri & Tallent- & Mylonas, Kostas, (2000). Adaptation and detailed frame of teachers’ beliefs in Greek Runnels, 2004). motivation of Greek gifted pupils: exploring state schools, show that those who teach some influences of primary schooling. High Ability Studies, 11(1), 55-68. Gari, Aikaterini & Mylonas, Kostas, (2004). Educational values within the Greek secondary education community and educational provision for the gifted. Proceedings (CD) of the 9th Conference of the European Council for High Ability (ECHA), Pamplona, Spain, Sept.10-13. NEW BOOK Gagné, Françoys & Nadeau, Lucie, (1985). Dimensions of attitudes towards giftedness. In Aurora Roldan (Ed.), Gifted and talented children, youth, and adults: Their social perspective and culture (pp. 148-170). Monroe, NJ: Trillium Press. McCoach, Betsy & Siegle, Del. (2005). Personal and contextual predictors of teachers’ attitudes towards the gifted. Paper presented at the American Education Research Association Annual Meeting, Montreal, Canada. Heinbokel, Annette (2016). Polyzopoulou, Konstantia, Kokaridas, Dimitrios, Eine Klasse überspringen – sonst Patsiaouras, Asterios & Gari, Aikaterini, (2014). wäre ich fipsig geworden, Teachers’ attitudes towards the education of gifted children in Greek educational settings LIT Verlag, Münster Journal of Physical Education and Sport, 14(2), Art 33, 211-221. Tirri, Kirsi & Tallent-Runnels, Mary, (2004). Cross-cultural predictors of teacher’s attitudes toward gifted education. Gifted and Talented „I would have become fipsy had I not skipped.” Although she is 80, Margret still remem- International, 19, 69-75. bers the boredom she felt in first grade in primary school. Today there are still children Troxclair, Debra (2013). Pre-service teacher who are not challenged in school. When there are no extra tasks, there is no enrichment attitudes towards giftedness. Roeper Review, 35(1), 58-64. or if it is not enough, grade skipping one or more classes is a good option to counter lack of challenge. This book contains the experiences of parents, interviews with adolescents 1 http://cty.jhu.edu/students/index.html and the opinions of adults, who had skipped a grade. The adults were born between 2 http://www.cty-greece.gr/el 1917 and 1987. 90 per cent of the women and 80 per cent of the men would skip again 3 http://gifted.mensa.org.gr/lang=en if circumstances were the same. 4 http://www.gifted.gr 5 http://www.gifted.gr
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“There is nothing more unequal than the equal treatment of unequal people.” T. Jefferson Gifted Education in Slovakia According to the Programme APROGEN
argue, “We have as many gifted as we can secure financially.” The European Council in the Declaration of 1248 states that one in five children in Europe is gifted. This means that the gifted make up about 20% of the population (this includes those gifted intellectually, artistically, and children with sporting abilities, as well as other types of giftedness). Educational experts in this field believe that if enough favorable conditions were created to promote and develop students’ gifts and abilities, 20-25% of the population would be able to demonstrate exceptional performance in their area of giftedness, as a result of gifted education, in any type of human activity (Freeman 1996).
Psychologists stress that it is necessary to identify and support gifted children as soon JOLANA LAZNIBATOVÁ, SLOVAKIA Since the future prosperity of any society as possible and at an early age. This may depends on the development of its youth, be compared to the principle in medicine: no public or private organization can afford the sooner you start, the better and more The care and nurturing of gifted students to waste the talent of gifted individuals. We efficient care is implemented. Despite this, varies with each specific country in which are of the opinion that gifted education will professionals, as well as the general public teaching occurs, and it also evolves over thrive and be most effective only when it in Slovakia, continue to debate fundamental time as the experience of a particular receives support on these four levels: options regarding the education of gifted programme grows. The outcomes of gifted students. Which path will best serve this education vary with such factors as the 1. Political – governments, parliament, population: country’s history of education, its culture, and the Ministry of Education are people, economy and the overall level of the well-informed of the benefits of gifted integration, inclusion country’s educational system. education and have a positive attitude vs. toward its implementation differentiation, exclusion Why is it necessary to care for the gifted? 2. Economical – approval and allocation There are at least two reasons why it is of funds for the gifted The parents of gifted children are keenly necessary to support gifted students and 3. Social – overcoming the barriers and aware of the problems of gifted pupils’ programmes aimed specifically at their negative views on gifted education in education in mainstream schools. First, there growth: public schools is the fact that they receive relatively little 4. Teaching – development of textbooks, attention and thus they lack development of Individual – gifted education provides teacher training, programmes, etc. for their intellectual potential. Second, students the opportunity for each person to gifted students do not need to take full advantage of their achieve full development of their capabilities to achieve very good or excellent personality, abilities and talents, thus Views on the number of gifted individuals in a results compared to average students. The realizing their potential. population vary widely. Traditional statistical reason that teachers don’t dedicate much Social – although talent is individual, data, according to Gaussian distribution, time to highly gifted children is because it is a strategic human resource and an indicate the population of gifted individuals important component of a country’s is 2-3%. However, psychologists report, “We wealth. Gifted education benefits all have as many gifted as we can identify >>> page 14 citizens. and diagnose.” Economists and politicians www.echa.info
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the entire first 4 years of primary education, in only 3 years’ time. It was clearly confirmed that these children were developmentally ahead of their peers, and it was imperative to create other forms of work with and for them. Thanks to great interest from the parents to start educating gifted children, on 1st Jan 1998 the Ministry of Education set up a separate school for very gifted children, which was officially included in the network of Slovak schools at that time. In 2001, I published a comprehensive monograph about the experience of working with these children: “Gifted Pupils, Their Development, Education and Support” (Laznibatová 2001).
Next, an important milestone during this period was the gradual opening of classes for gifted children in various major cities of Slovakia, which worked under the same principle of applying alternative approaches and methods to working with gifted pupils. Official verification of such alternative forms of education of gifted children, under the heading The Project of Alternative Care for Gifted Children, was completed in 2007. they are usually a small percentage of In 1991, fellow Czech and Slovak This became the longest-running pilot the overall class size. Slovakia, or rather, psychologists and I founded the programme in the history of the Slovak the former Czechoslovakia, was the first Czechoslovak Society for Gifted Children. At school system, comprising 14 years of study. in Europe to begin addressing the issue this time, the parents of preschool children The success and efficiency of working with of gifted children. This was based on the who noticed unusual abilities in their intellectually gifted pupils resulted in a decision of the Ministry of Education to offspring began to approach us. These critical change in the country’s educational ask professionals − psychologists from the parents of 4-5 year-old children asked system. For the first time, the education of Research Institute of Child Psychology in us for counseling services because they gifted children was written into legislation, Bratislava − to define the word “gifted”. didn’t know what to with children who as outlined in the School Act. 245/2008 Coll., A team was then created to compare could already read, write, count, recognize paragraphs 103-109. different types of talents: math, intellect, continents, countries of the world and their sports, arts, languages and more. In capitals and flags of states. The children In addition to this differentiated practice, this meant that the Ministry of were interested in many animals and their form of gifted education, the issue of Education required us to quantify levels of way of life, especially dinosaurs, knew a “individualized approach” in an integrated children’s abilities in school, across various lot about the human body, about cars, classroom was addressed during this disciplines. At the same time, pupils were and could recognize negative numbers. time. However, teachers in Slovakia were selected to participate in specialized Many were curious about religion or not generally prepared to work with or classes at their schools. philosophical questions and so on. It was support gifted students; therefore, these parents who asked whether there was a practices with gifted children in the form This initial activity influenced scientific school for such gifted children. They were an of integration have not been altogether circles to intensively analyze the problems inspiration, and encouraged us to develop successful and effective. It was confirmed of gifted and talented children. In 1981, an alternative education programme for that it is not possible to work with gifted I presented and defended the first gifted children (Laznibatová 1993). The students by focusing solely on their professional doctoral thesis on gifted Ministry of Education agreed to validate performance in school and competitions. It education titled, "The Development alternative forms of education for gifted is necessary to also address various aspects of Mathematically Gifted Children". children. of their personality, emotional and social Summarized research results on different peculiarities, and other specifics of the types of giftedness followed, and were Accordingly, it was on 1st Sept. 1993 when development of gifted children. compiled in “Psychology of Giftedness “, the pilot programme began in Bratislava, published in 1987. This book became a real and the first classroom for gifted children Our philosophy and the concept of gifted springboard for further work with gifted opened. In 1996, this initial group of education within The Project on Alternative children in Slovakia. intellectually gifted students completed Care for Gifted Children (1993-2007), was
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based on the notion that gifted pupils Gifted, Laznibatová 2014), which provides Increased effort for perfection, fear of should receive specific support and care, educationally complex conditions for failure, the need to avoid failure first by identifying them and then offering the continuous development of gifted (perfectionism) them a quality educational programme, students from age 5 to 18 years. prepared so that none will be denied the Such reactions, traits and characteristics do chance of developing his/hers potential During our entire experience of working not occur in each gifted child or equally in at the highest possible level (within the with gifted children, we noticed certain every child, but in the educational process Convention of the Rights of the Child). The behaviors of gifted students, which can it is necessary to take into account the aim of our work with the gifted had the occur in either increased or decreased incidence of the individual personality. Our following aspects applied: levels in the general population of children. work is characterized by three basic levels of They are: practice in the educational process: Individually differentiated approaches for every gifted child Reduced adaptability in the Acceptance of their personalities Expanding, deepening and enriching environment (adaptability) Acceptance and tolerance of their the standard curriculum Reduced ability to communicate differences Increased psychological care in the (communication) Non-directive, non-authoritative educational process Reduced level of social contacts approach to them. Taking into consideration the (sociability) particularities and specificities of each Increased activity (hyperactivity) From 1996-1997, with agreement from the individual gifted child Increased sensation and perception Ministry of Education of the Slovak Republic, (overexcitability) with the support of mayors and school Additionally, psychologists and educators Increased imagination (imagination) councils, as well as the cooperation of local tried to create adequate conditions in Increased emotional sensitivity psychological counseling centres, schools an accepting school environment for (over-sensitivity) started opening additional classes for gifted the development of intellectually gifted Increased affectivity, explosiveness children at the primary level. The new children, the goal being to stimulate and (impulsivity) programmes applied the same methods of develop higher levels of thinking and Increased anxiety (anxiety) selection and diagnosis of gifted children encourage their development in personal, Increased maladjustment, closeness as the APROGEN programme, with the emotional and social capacities. Together, (individualism) same principles of work and educational the team of professionals working with Increased refusal of authorities processes. The Slovak Republic now has gifted children gradually formed new ways (nonconformity) an entire network of primary schools with and methods of teaching and interacting Increased need to be the first to stand classes for gifted children and a separate with their students. The final output was out (ambition) school for gifted children, all within the a separate educational programme for state school system. These schools apply gifted children – APROGEN Programme the methodological approaches outlined (Alternative Programme of Education for the previously.
MAP of Slovak schools teaching according to Programme APROGEN
>>> page 16 www.echa.info
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Because artistic and sporting talent can competences and individual development Obstacles aside, at this point in our 22-year be developed through other institutions through expert assistance in solving the history of working with gifted students (sports schools, sports clubs or art schools day-to-day problems of gifted children. in Slovakia, we can speak of the specific and conservatories), we believe that the results of our work. The unique benefits of education of intellectually gifted students To help each student develop good habits the APROGEN Programme are seen in the must be provided by primary schools. and a good attitude toward learning, we following areas: The APROGEN programme provides an provide special programmes. These include educational programme for gifted children early morning community classroom 1. The development of new educational/ age 5 to 18 years old, available all day from sessions for younger students to cultivate training practices and a new 7 am to 5 pm in the school environment. a positive atmosphere for teaching. For psychological / educational approach There is before-school and after-school older students, we offer consultation as a for working with gifted children care, where children have the opportunity learning aid, which is a specific part of the 2. The development of new forms and to develop their abilities, skills and educational programme. We also include methods of work in the education of creativity in a variety of hobby groups. We mentoring for high school students as a gifted pupils strive to ensure not only the development sort of bonus to help develop personal 3. The creation of alternative teaching of a student’s intellect and performance competences and coping strategies, such as materials, textbooks, worksheets and (knowledge, expertise, ability to process building stability and personal integrity in supplementary textbooks for gifted and retain information), but also each order to realize their potential and talents. pupils individual’s personality (emotional health, At the weekends we organize meetings 4. The development of new curricula for sociability, communication, empathy, etc.). for parents and their preschool age gifted children − children identified as children where we prepare some fun and having special educational needs After a relatively long period of intensive educational activities. In the meantime the (State Educational Programme for work in the area of gifted education (nearly parents are offered consultation services Intellectually Gifted Children) a quarter of a century), we have confirmed with a psychologist or seminars on different 5. The adoption of legislative docu- that certain factors should be taken into topics about gifted children. These and ments which elaborate and define account to avoid common mistakes: many other innovative elements form the adequate educational conditions for foundation that we have developed within the development of gifted students 1. It is not true that a gifted child must the APROGEN programme. The goal is to 6. The continued progress in overcoming master double or triple the amount provide continuous education and training social barriers and improving public of curriculum compared to other for intellectually gifted children from the attitudes toward the need for gifted children. first grade of primary school to the last education 2. It is not true that every gifted child grade of secondary school. is equally gifted in all subjects, and Additionally, the School for Gifted Children that they must handle them all It should be noted that the educational in Bratislava organized seven specialized perfectly. Many gifted students are process of gifted pupils is, of course, primarily international conferences to broaden disharmonious or disproportionate, in the hands of well-trained teachers. the knowledge of issues related to gifted and there are only a few individuals Slovakia’s experience highlights the issue of education, supplement professional who are multi-potentional. the importance of quality teacher training competencies for teachers, and to improve 3. It is not true that a gifted child has for educators who work with gifted children. the level of awareness for parents. Topics of no behavioural problems − quite This issue remains unsolved. The readiness these conferences were as follows: the opposite. Many gifted children of teachers working with gifted students are dealing with issues such as is at an unsatisfactory level. Even during 1999 Realization of the Gifted Child’s hypersensitivity, maladjustment, the years of the pilot programme, teachers Potential perfectionism, communication were not trained systematically. Another 2001 Identification and Recognition of problems, etc. pending issue is the lack of pre-school Gifted Children education for younger gifted children. 2003 Gifts and Talents for the 3rd Millenium At our school for the gifted, the SPMNDaG, But the most urgent issue is the absence 2005 Specifics of Development and we apply different educational methods of specialized psychological centres. We Development of Potential for the and approaches as appropriate for each cannot seem to overcome the bureaucratic Gifted student. This means that children are not obstacles that hinder the creation of such 2008 Differentiation, Individualization and pushed to perform all at the same level. We specialized centres in Slovakia (proposed Personalization in Education respect each individual’s interests and the Centre for Gifted and Talented Children). In 2011 Innovative Forms and Methods of personality of the child, and we encourage the absence of these services, psychologists Work with Gifted Children and support the involvement of parents. from the School for Gifted Children assist 2014 The Synergy of Talents, Gifts and The school also plays an important role in this work; however, they provide these Creativity as a Factor in the Successful in the child’s psychological development services without the official certificate that Development of Society through everyday psychological would have ensured the establishment of services. These services support personal the Centre for Gifted and Talented Children.
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The real and lasting measure of the Dočkal, Vladimir / Miklová, effectiveness of our work with gifted Jolana / Musil, Miroslav / students, however, lies with the students Palkovič, Vladimir (1987). themselves, and is demonstrated by their Psychológia nadania, Bratislava, SPN results at various competitions and on school exit examinations. However, it is particularly evident in the percentage of our graduates who are successful in their studies not only at universities in Slovakia, but especially at universities abroad. These results are documented in the publication Gifted Students in Elementary, Middle and High School (Laznibatová 2012). In conclusion, we believe that in the near future we can resolve the unsolved issues in caring for gifted children, most tangibly through the establishment of the Centre for Gifted and Talented Children. Our hope is to continually foster greater support of gifted individuals in Slovakia.
AJolana Laznibatová, PhD, CSc., has been working in the field of psychology of giftedness for more than 30 years. She is involved as an expert in teacher education Laznibatová, Jolana (2012). for gifted children, both in Slovakia and the Nadaný žiak na základnej, strednej a Czech Republic as well as Poland and she vysokej škole, Bratislava, IRIS organized several international conferences The Gifted Student in Primary School, on gifted children in Slovakia. Secondary School and University Contact: [email protected] (2012)
REFERENCES: Dočkal, Vladimir / Miklová, Jolana / Musil, Miroslav / Palkovič, Vladimir (1987). Psychológia nadania, Bratislava, SPN Freeman, Joan (1996). How to Raise a Bright Child, Practical Ways to Encourage Your Child´s Talent from 0-5 Years, Vermilion, London Laznibatová, Jolana (1981). Vývin matematicky nadaných žiakov, Bratislava, FFUK Laznibatová, Jolana (1993). Projekt alternatívnej starostlivosti o nadané deti, Bratislava, VÚDPAP – MŠ SR Laznibatová, Jolana (2001). Nadané dieťa, jeho vývin, vzdelávanie, podporovanie, Bratislava, IRIS, Laznibatová, Jolana (2012). Nadaný žiak na základnej, strednej a vysokej škole, Bratislava, IRIS Parliamentary Assembly Recommendation 1248 (1994).
Laznibatová, Jolana (2001). 1 http://cty.jhu.edu/students/index.html 2 http://www.cty-greece.gr/el Nadané dieta, jeho vývin, 3 http://gifted.mensa.org.gr/lang=en vzdelávanie, podporovanie, 4 http://www.gifted.gr Bratislava, IRIS, 5 http://www.gifted.gr The Gifted Child, Development, Education and Support www.echa.info
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First International Panel on Topics of Global Concern Related to Gifted Education at the 15th International ECHA Conference, in Vienna, 2016
The 15th International ECHA Conference in Contributions to Topic 1: The gap in deliberate support for gifted Vienna was the site of the first international What are the missions of gifted students until the emergence of the panel on topics of global concern related to programmes in different nations? Does Australian Curriculum had been filled by gifted education. The session was designed the answer depend on whether the different states in different ways: e.g. South for both European and non-European educational system is centralized or Australia has the Ignite programme, where conference participants to compare not? Does it depend on whether the gifted students are accelerated through views and best practices associated with programmes are focused on talent in several years of high school in less time, talent support across various continents. domains or general giftedness? available in select schools; New South Wales Selected participants from a broad range has selective high schools (fully selective, of countries were invited to present brief partially selective, and a virtually selective statements in response to two timely stream for rural students) for students from topics selected by the moderators, Rena year 7 onwards, and Queensland has its Subotnik and Peter Csermely: Australia Academies for students from years 10 to Aranza Blackburn 122 in the areas of Creative Industries, Topic 1. [email protected] Health Sciences, and STEM. Comprehensive What are the missions of gifted schools continue to offer popular support programmes in different nations? Does In Australia, education has generally been choices such as in-class differentiation, the answer depend on whether the the business of the states, who have offered pull-out and weekend gifted programmes, educational system is centralized or free, compulsory, and comprehensive and talent opportunities. Acceleration and not? Does it depend on whether the education to all students, alongside private, early entry into both school and university programmes are focused on talent in independent and religious/systemic are also options. Such diversity between domains or general giftedness? schools. This system has been in place the states and the momentum towards a since European colonization in 1788, with national curriculum, supported by the work Topic 2. the first schools set up by Irish Catholic from GERRIC (Gifted Education Research, The underrepresentation of religious orders. Gifted Education was Resource and Information Centre), mean certain groups of children in gifted largely non-existent even until modern an exciting time for students and teachers programmes in each of our countries times, though a 2001 Senate Inquiry on of the gifted. Unfortunately, no additional (e.g. low income, immigrants). How the Education of the Gifted went some way funding is channeled to schools for the prominent is the concern? How is it towards recognizing the specific learning specific needs of the gifted. being addressed, if at all? Are these needs of this population, and the setting programmes working to close gaps up of a national research centre at the in identification and successful University of New South Wales. participation? In 2008, with the ‘Melbourne Declaration Kingdom of The session elicited a large audience and on Educational Goals for Young Australians’ Saudi Arabia many commented about how little ECHA the federal government set the blue-print Malak Alabdulltif Al-Hasa participants know about the basic structure for the nationalization of the curriculum. [email protected] of other countries’ educational systems In this document the focus is on the and how those systems serve their most promotion of ‘equity’ and ‘excellence’ with The mission of gifted programmes in a talented and vulnerable students. What Australian students becoming prepared nation is a reflected view of its values and follows here are the unedited comments to take their place in the world. Gifted cultures. Therefore, it differs according to made by panelists. Each was asked to limit students are considered in the Australian the nation's attributes. However, any gifted his or her remarks to not more than 700 Curriculum (now at version 8) under ‘student programmes' mission should consider the words. diversity’, and support is recommended needs for the community as well as for the through planning for personalized learning individual. Whether or not you attended, if you would by drawing on content from other grades, like to see more cross-national comparisons using general capabilities (e.g. literacy "What is the mission" is an important in response to a particular question please skills, critical thinking skills), and using the question but it must not stand alone; let us know by writing your ideas for future cross-curriculum priorities of sustainability, we have to consider the "how, why, who, topics. Aboriginal and Torres Strait Islander histories where and when". How can this mission and cultures, and Asia and Australia’s be done? Why is it important? For whom? Rena Subotnik [email protected] engagement with Asia that are embedded Where should it be implemented? And Peter Csermely [email protected] across all learning. when?
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Saudi Arabia, which has a centralized faces challenges such as illiteracy, learning school staff with experience in gifted and education system, has made many efforts disabilities etc. Misconceptions about talented education. Depending on access in the field of gifted education. It provides giftedness partially explain this scenario. to experienced teachers, this approach can a range of opportunities to help gifted potentially result in instructional strategies students develop their talent and abilities. The Ministry of Education provided for gifted children that are not sufficiently In fact, gifted programmes should take guidelines for working with gifted students. differentiated from regular classroom into account both talent in domains and However, their implementation depends approaches and strategies. general giftedness. The main goal of gifted on the secretary of education of each state. programmes is to help and catalyze the Sometimes a municipal department of gifted to shift their natural abilities to be education decides to offer a programme developed competencies. In Saudi Arabia for gifted students. The number of gifted we need more efforts to have a clear vision. students that attend Brazilian programmes Russia is negligible compared to the quantity of Natalia Shumakova These opportunities contain the three main students enrolled in basic education, as [email protected] services in gifted education, enrichment, shown in the School Census 2014. acceleration and counselling service. I suppose that in general the mission of They implement by three main stages In Brazil, most programmes focus on gifted programmes in different nations identification, awareness and education. general giftedness. There is no such (countries) is determined be three main In spite of all these efforts, there is a need programme specifically for an area (for factors: to spend more on developing education example arts, sports, academics, etc). 1. The level of economic development policies that can help these programmes However, the identification process takes and the main strategy of the country's keep going and sustained. Despite that, into consideration the talent domain of development. orientations have recently been made the student. Besides the activities carried 2. Cultural and historic peculiarities. to give more attention to modify gifted out are planned according to the students’ 3. Needs in progress in creative abilities education policies and programmes. interests and talents. of the gifted, the specific features of their development. The most recent definition of gifted and talented was disseminated through the From this point of view it is not very National Policy of Special Education on the important for the mission of programmes Brazil Inclusive Education Perspective, published for the gifted whether the system of Denise Fleith ([email protected]) in 2008: gifted students are those who education is centralized or not, neither demonstrate high potential in one or more whether they are focused on talent in Mission of gifted programmes in Brazil: of the following areas – intellectual ability, domains or general giftedness. Vice versa, to increase the number of gifted students academic aptitude, leadership ability, the focus on these programmes is under identified and to provide education psychomotor and artistic ability –, as well the influence of the factors mentioned. consistent with their needs and abilities. as creativity, learning and task involvement. For example, the mission of gifted Enrichment programmes (after school programmes in Russia during the period programmes) are the most common The theoretical framework adopted in most of industrialization was characterized strategy to serve gifted students. Most of of the programmes is Joseph Renzulli’s. by the vast development in science and the programmes were public in nature. There is some variation in the way that technology and the support of children Services provided within the classroom are gifted students may be identified, though talented in these spheres. much rarer. the public school system process usually involves some combination of teacher and/ At the same time cultural and historical In 2005, the Ministry of Education or parent nomination, teacher judgment features of our country specify the high established High Abilities/Giftedness based on observation, achievement data value of general development of a child, Activity Centres in each of the 26 Brazilian (e.g. school grades, standardized test which was reflected in deep appreciation states and the Federal District. The centres scores), psychological evaluation (e.g., IQ of the mission of gifted programmes – were launched to improve educational score or other general ability measure, namely general giftedness. opportunities for gifted students by or measure of creativity), and portfolio Actually nowadays the mission of gifted providing training for teachers, offering assessment. programmes in our country is characterized support to families, and providing resources by the following features: and technological equipment. However, Brazil does not have university-level • To provide the starting points for deve- not all Brazilian states implemented teacher training programmes focused on lopment and improvement of educatio- a centre for the gifted. The number of gifted education. Instead, teachers receive nal system in Russia under the idea: the students identified as gifted and placed in-service training which may include way of teaching the gifted today is likely into targeted services remained low, due courses offered through a university or to be used in teaching all children; in part to socio-cultural resistance to another organization that specializes in >>> page 20 specialized programmes for students seen the needs of gifted and talented students, as already privileged when the country or training provided by other teachers or www.echa.info
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• To provide conditions for finding the Turkey Does it depend on whether the possible wide range of potentially Sule Gucyeter programmes are focused on talent gifted in different domains; [email protected] in domains or general giftedness? • To provide personal creativity Some of the programmes focus on development in the gifted enabling I am delighted to announce the latest talent in specific domains and some of them to use their gifts in society on reform movements for gifted and talented the other programmes focus on general the basis of cognitive motivation, students that influence the missions of intelligence. There are some problems intellectual abilities and competences. gifted programmes in Turkey. According to in the identification processes of these the regulation, every government school programmes about matching the definition Nowadays the government of the RF pays has to open a resource room (support of giftedness or talent adopted by the considerable attention to the problem of room) for gifted and talented students. programme and instruments that are used gifted children and talented young people. This is a very hopeful development, in the identification of gifted students for Thus, the main directions for supporting because a school that has a student who the programme. gifted children and talented young is identified as gifted and talented has to people of the order of government dated offer a resource room for the student. This A few universities offer a bachelor degree November 2015 "Measures for support of regulation gives opportunity to develop for teachers of gifted students in primary children with extraordinary abilities" are: appropriate programme models for the school, however after graduation they a) to provide individual work for the gifted and talented student in the school. are placed as primary school teachers gifted to form and improve their However, there are not many experts in if they are able to pass the teacher cognitive interests, including tutors' schools and universities who specifically public personnel selection examination. and trainers' assistance; study gifted students and gifted education Another few universities offer graduate b) to provide gifted children career programmes. Thus, what teachers will teach level degrees as master or PhD. With guidance by increasing their in the resource room is not clear and many increasing the number of experts in gifted motivation in job spheres required in teachers have no experience with gifted education, these experts can offer elective the labor-market. and talented students. On the other hand, or compulsory courses about gifted and c) to provide assistance in employment teachers not only play an important role talented students for pre-service teachers after leaving school; in educating gifted students but they also in different teacher education programmes. d) to provide psychological and play an important role in the identification Experts should also offer programmes for pedagogical accomplishment of the processes as nominators. All these reasons teachers who will teach in the resource gifted. show that teachers need to know more room. If teachers are sufficiently trained about gifted and talented students. in gifted and talented education, we can According to these resolutions every school reframe and enrich our missions of gifted is supposed to provide support for gifted Before the regulation, there were many education in Turkey. children. However, there exists a net of programme options for the gifted and schools specializing in teaching the gifted. talented which were science and art Such schools aim at developing giftedness centres, science and social science high in specific domains (for example, natural schools, university based weekend sciences, music, art and craft, sports). programmes, special classes in special schools, differentiated school programmes Recently the opportunity to teach gifted and enrichment programmes in some children at home became quite real. The special schools. Many of the programmes parents of elementary school children have common problems with lack of usually take this opportunity. At the age teacher expertise on gifted education, lack of 6-9 it’s easy for parents and tutors to of appropriate programme content, and arrange studies at home. When this period lack of instruments for the identification is over they go on with their studies in of general intelligence and specific talent ordinary schools. in a domain.
Does the answer depend on whether the educational system is centralized or not? In Turkey, the educational system is centralized and rigid in terms of skipping many grades. Students cannot take a course in a higher grade. This makes it difficult to meet the needs of gifted and talented students, especially highly intelligent ones, with appropriate options.
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Contributions to Topic 2. The research presents some USA The underrepresentation of recommendations to help with this H. James McLaughlin certain groups of children in gifted issue. Identification procedures should [email protected] programmes in each of our countries include multiple criteria and case study (e.g. low income, immigrants). How information (Davis, Rimm, & Siegle, 2011). US Migrant Children and the Special prominent is the concern? How is it As Lohman (2005) indicates, “many of Services Gap. Definition of “Migrant being addressed, if at all? Are these the most talented minority students will Children”. The US has more than 3 million programmes working to close gaps not have had opportunities to develop migrant farmworkers, and about 500,000- in identification and successful high levels of the skills valued in formal 800,000 school-age migrant children under participation? schooling” (p. 335). This makes it incredibly age 18 (many of whom have dropped out important to base identification on more of school) (Free, Kriz, & Konecnik, 2014). than one criteria. It is also important to About 90% of these children are Latino, involve family members in the learning and 33% need special services in ESOL process. It has been found that parents of (Human Rights Watch, 2010). Many children USA minority students are very interested in work in the fields with their families in Tyler Clark, Executive Administrator, their child’s learning. Teachers must work the summers, after school, and sometimes World Council for Gifted and Talented Children to connect with these families to help the even during school hours. [email protected] child (Ford & Thomas, 1997). The US Migrant Education Programme The United States is witnessing Though there are some programmes (MEP) serves children and youth aged 0-21 underrepresentation of gifted minority around the nation working to make this whose families labor in the agricultural students. In 2010, Plucker, Burroughs, problem smaller, it is not wide reaching. system and who move across school and Song authored Mind the (Other) Gap Reports in the media are bringing more district and state boundaries several times that highlighted the small percentage of interest to the topic, but we still have a within a 12-36 month period, to find work. low-income students and racial minority long way to go. In 2013-2014, there were 348,000 migrant students scoring at the advanced level. children who were eligible for MEP services. The 2013 follow-up report, Talent on the REFERENCES However, only 62% of eligible children Sidelines, demonstrates that this concern is Davis, Gary A. / Rimm, Sylvia B. & Siegle, Del actually participate in the programme. still relevant. (2011). Education of the gifted and talented (6th So a significant number of farmworker ed.). Upper Saddle River, NJ: Pearson. children receive no special services (Ed Nisen (2015) discusses student Ford, Donna Y. & Thomas, Antoinette (1997). Data Express, 2016). identification in a particular US school Underachievement among gifted minority district. In 2004, the school district students: Problems and promises. Eric Digest, Risk Factors for Children. General life only used a referral programme for E544. Retrieved October 1, 2015 from http:// factors raise many risk factors for migrant identification. Despite 60% of the students www.hoagiesgifted.org/eric/e544.html farmworker children. There are the in the district being Black or Hispanic, a Lohman, David F. (2005). An Aptitude physical hazards of work in the fields, the mere 28% of identified students were Black Perspective on Talent: Implications for social isolation of living often in humble or Hispanic. In 2005, a universal screening Identification of Academically Gifted Minority lodgings provided by farm owners, and process was introduced. All second grade Students. Journal for the Education of the family separation when a child stays in students were given an ability test and Gifted, 28 (3/4), pp. 333-390. one location while some family members the top performing students were then Nisen, Max (2015). Tackling Inequality in travel to labor. There are also socio- given an IQ test. In 2006, the percentage Gifted-and-Talented Programmes. The Atlantic. economic disadvantages associated with of Black and Hispanic students identified Retrieved on October 1, 2015 from http://www. receiving low wages and no benefits, rose 16 percentage points to 44%. While theatlantic.com/education/archive/2015/09/ and with unsteady employment. These this identification method helped better inequality-gifted-programmes-schools- disadvantages have an effect on children’s represent racial minority students, budget testing/405013/ schooling. cuts led to the elimination of the procedure Plucker, Jonathan A. / Burroughs, Nathan. A. in 2011. & Song, Ruiting. (2010). Mind the (other) gap: Educational risk factors include the low The growing excellence gap in K-12 education. education level of parents, the common Not only is identification an obstacle, but Bloomington, IN: Center for Evaluation and inability of parents to help with homework gifted minority students also face other Education Policy. because of language differences and prior challenges. Many of these students are Plucker, Jonathan A. / Hardesty, Jacob, academic background, school attendance underachievers due to social-emotional & Burroughs, Nathan A. (2013). Talent on problems because of the need to travel needs. Some of these students feel as if the sidelines. Excellence gaps and America’s and to work, and insufficient funding for achieving at high levels will result in them persistent talent underclass. Bloomington, IN: compensatory programmes that might betraying their cultural identity. Center for Evaluation and Education Policy. help these students. >>> page 22 www.echa.info
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Systemic factors also influence migrant Brazil stimulation, and encouragement to farmworker children’s educational success. Zenita C. Guenther – CEDET their development. Once identified by The USA has a decentralized, state-driven [email protected] observation data collected annually in educational system. This means that when the schools, each student works on an children move across state lines, there The small proportion of underprivileged individualized semester plan, according to will likely be different textbooks, different students in gifted programmes is well their potential, needs, expressed interests, school schedules, some different courses, recognized along with the fact that they inclinations, and personal choice. This and even different basic learning standards. also rank considerably low on IQ tests. procedure means to be an alternative However IQ tests are still used in most to the usual “enrichment activities” This non-coherent national system leads to gifted education programmes in the world which have shown no long term results problems with being able to identify the (Freeman, Raffan, & Warwick 2010). (Freeman, 2006). In an attempt to broaden gifts and talents of migrant children. If a their world frame of reference, the centre child is only in a school for 3-4 months at a Considering that socio-economic-cultural brings in volunteers from the community given location, there simply is not enough factors overshadow other discriminating to guide specific content work. Over 1000 time to assess their learning capacities and characteristics (Guenther (1977) the Centre volunteers have worked at CEDET since its needs, determine effective interventions, for Potential and Talent Development inception, usually 60 to70 each semester. make placement decisions, and implement (CEDET) developed identification some sort of special programme for them. procedures focused on public school REFERENCES The challenge of helping migrant children students. Such a standing was given to Antipoff, Helena (1992) A Educação do Bem in these conditions is daunting, and that the educational system’s peculiarities, Dotado, Coletânea de Obras Escritas por challenge can only be met if we pay described elsewhere as a two-faced system Helena Antipoff, Vol. V, SENAI, Rio de Janeiro, RJ. attention to the systemic, academic, and (Guenther, 2011) for stressing the socio- Freeman, Joan / Raffan, Johanna, & Warwick, interpersonal needs of the children. economic breach in the nation, maintained Ian (2010). World-wide Provision to Develop by a passive general acceptance of a Gifts and Talents. Reading: CfBT. REFERENCES double system with identical purpose, Freeman, Joan (2006) ‘Giftedness in the Long Ed Data Express (2016). Accessed on March 16, organization and attributions. The private Term’, Journal for the Education of the Gifted, 2016 from: http://eddataexpress.ed.gov /data- system is generally acknowledged as 29, 384-403. element-explorer.cfm/tab/trend/deid/4126/ qualitatively superior to the public Guenther, Zenita (1977). Perceptual state/FL/ systems, albeit common knowledge that orientation and school success - a study of Free, Janese. L. / Kriz, Katrin, & Konecnik, the separating line between them is solely disadvantaged Brazilian children - Doctoral Jenny (2014). Harvesting hardships: Educators’ economical means to pay for the private Dissertation. University of Florida views on the challenges of migrant students services. Not surprisingly, gifted kids in Guenther, Zenita Cunha (2011). Ethnic and their consequences on education. Children private schools outnumber children from and socio-economic discrimination – Which and Youth Services Review, 47, 187-197. public schools when selected by IQ tests. prevails? Talent Development & Excellence, 3(1), Human Rights Watch (2010). US: Child Also internal immigration, given the lack 63–65. farmworkers’ dangerous lives. Accessed on of acceptable living conditions has effects Guenther, Zenita / Harris, Carole & Eriksson, March 16, 2016 from: https://www.hrw.org/ on the education for underserved gifted Gillian (2011) Gifted Immigrants and Refugees: news/2010/05/05/us-child-farmworkers- pupils (Guenther, Harris and Eriksson, The Gold Unmined. In Klassen, C. and Polyzoi, dangerous-lives 2011). Furthermore, faced with routine E. Investing in Gifted and Talented Learners: health issues, poor education facilities and An International Perspective, Selected Papers lack of regular-paying jobs, families send from the 2009 WCGTC Conference, Vancouver, their more able children to work as early as Canada possible. Nevertheless they seldom realize their dreams by moving to big cities, but often are victimized by or attracted into organized crime, prematurely ending their lives (Antipoff, 1992). We all agree that the Brazil main path to develop children’s potential Eunice Soriano de Alencar is education, but in Brazil, after decades of [email protected] well-documented criticism, we still have noticeable inability to deal with the more I am from Brazil, a country in South able and talented students. America, with over 200 million inhabitants, and with many challenges especially in What are we doing: Although not focusing the educational field. Some challenges specifically on the student’ social status, concerning the gifted are due to the unfair the Centre for Talent Development (CEDET) income distribution which results in much is attended by around 500 gifted students less opportunities for lower class children from public and private schools, grade to develop their potential more fully. While 1 to 12, aiming at providing support, the majority of middle and upper class
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children are enrolled in private schools and Canada My conclusion from the study surprised usually in extra-curricular activities for part Salvatore Sal Mendaglio me. My findings did confirm, as expected, of the day, taking, for example, music or [email protected] that the participants’ conceptions of second-language classes, the lower class giftedness did vary significantly from children are enrolled in public schools, Under-representation of minority culture the common view implicit in selection of which in general are not well equipped. students in gifted education programmes students for gifted education programmes. is a concern in the field of gifted education. However, I was left with an unexpected The typical education environment is not My interest in under-representation is on feeling – increasing representation of First prepared to meet the gifted students’ youth of First Nations, a term for indigenous Nations students may not be universally needs and the number of gifted students peoples of Canada. As I planned a project beneficial. Let’s assume that we are participating in programmes is very low. on the topic, I became aware of the dearth successful in using a culturally-bound For example, in the Federal District, where I of research on giftedness and indigenous conception of giftedness and develop live, there are about 670 thousand students youth in general. The literature on under- appropriate operational definitions. There enrolled in primary and secondary school representation tended to be located remains a dilemma – to succeed in a classes and less than 1% of these students largely in the USA, dealing with African gifted education programme, First Nations participate in programmes for the gifted (a and Latin American youth. Discussions students need to accommodate to the little bit more than 1500). In most Brazilian of causes for under-representation programme – programmes are themselves cities, there is no provision at all for these tended to focus on selection procedures culturally bound. In effect, success in public students. for these programmes. While the use of school education and gifted education multiple criteria is recommended in the programmes, in particular, requires some It seems a paradox, because the country literature, in practice, a particular score on level of assimilation. has a long history in gifted education and an intelligence test, such as the Wechsler educational policies for the gifted. For tests, is a predominant criterion. Naturally, While I began in my consideration of example, the first educational policy for such privileging of standardized tests is under-representation with a firm belief of the gifted was edited in 1929. Policies in criticized because test are biased in favor of increasing representation of students from support of gifted and talented education the majority culture. The limited research diverse cultures, in the final analysis, I am have been included in several documents on remedying under-representation has no longer so certain. Not only is giftedness from the federal government since 1971. focused on the use of culture fair tests and culturally bound; gifted education However a gap is observed between what response to intervention. programmes are as well. There is one set is prescribed in the policies and what is of circumstances where I feel that I can observed in practice. While I was designing my own study support increasing representation: when regarding First Nations youth, my first there is a consistency among conception Under-representation of gifted girls in instinct was to use culture fair tests, of giftedness, selection criteria and the programmes, insufficient preparation such as the Raven’ Progressive Matrices programme. of teachers to meet the needs of gifted to identify giftedness. I was unable to students, scarcity of resources and conduct the first study that I planned. No of counseling services are some of the matter what I tried, I was unsuccessful issues that need to be addressed. Some in obtaining participants for my study. initiatives have recently been taken to Inability to investigate the usefulness of a improve the provisions for the gifted. For typical approach to identifying minority example, the establishment of the High group children with First Nations students, Ability/Giftedness Centre of Activities required that I rethink my approach. in all Brazilian states, with allocation of funds for in-service training for teachers. Culture arose in my mind as the pre- However much more needs to be done in eminent consideration when attempting this direction due to the huge number of to understand under-representation. The unattended gifted students in elementary field of gifted education acknowledges that and secondary schools. giftedness is a culturally bound construct – conceptions of giftedness may vary from culture to culture. I assumed that First Nations cultures are significantly different from western culture. My thinking led to designing a qualitative study, in which I interviewed a sample of First Nations students, staff and elders associated with a university. My purpose was to gain an understanding of their conceptions of >>> page 24 giftedness. www.echa.info
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India done in this area is by non-governmental Paromita Roy organizations that work in the area of [email protected] gifted education and their approaches are based on programme based benefits. The under-representation of Indian Provisions of acceleration, enrichment, children in gifted programmes as a whole curriculum compacting, focused mentor- faces a grave challenge to policy makers, ship and advanced opportunities are few teachers and educational institutions. The and far between and not a part of formal National Curriculum Framework (2006) education in India. Motivated teachers, does not allude to services for gifted by virtue of their passion and dedication students and participation of high ability towards their craft informally identify students in gifted programmes because creative students and try to encourage and gifted education is not a primary concern support them in their individual capacities. in India. Reputed institutions in India where gifted students seek admission are Jagadis Bose National Science Talent not institutions that nurture giftedness Search (JBNSTS), Kolkata, an autonomous but those that admit high ability students institution, has been working concertedly based on examination grades and that in the area of the identification and focus on scholastic achievement. The thrust nurture of economically and educationally is more on equity and education for all. disadvantaged students of their region for the last 15 years. Networking and Despite this existing situation, Indian developing local support systems to students continue to strive towards encourage bright students in science to realizing their creative goals through nurture their abilities is one of the main perseverance, hard work and overcoming objectives of the programmes. There lies an institutional and governmental inability urgent need to build a talent network map for a more supportive environment. within India. Some serious work originated Their multilingual skills and their ability from India but a larger, comprehensive to thrive in less enabling environments picture is missing. make them more adaptable to diverse situations and cultures. Parents of gifted students in India do feel the acute lack of gifted services for their children, but also understand that from the view of its large and unattended population, it is more important to cater to the “have nots” than the “haves”. Many Indian gifted students who do not get environments of growth in their country tend to migrate to mote talent accommodating countries. But it is also true that millions of talented students do not have either the means or the opportunity to hone their talents.
Although India has made considerable progress in terms of the numbers of teaching and research institutes, gifted education has not yet caught the serious attention of government and policy makers. It is left to individuals or small groups of educators who devote themselves to the cause of education of the gifted from such populations. The thrust of effort towards education for gifted children is largely scattered and inadequate. Most work
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A New Learning Resource for the Gifted
EVE STRAUSS, SOUTH AFRICA In my own country, South Africa, there is Though sizeable challenges remain for some recognition of and support for the gifted children and teens (and, indeed, differing needs of the gifted. That said, it gifted adults) it is very encouraging to note It is encouraging to note that recognition is by no means country-wide, and likely the shifts in perception and the increased of the unique educational needs of gifted requires awareness on the part of a parent availability of appropriate support. While children and teens is on the increase or informed teacher to suggest appropriate such change may be set to proceed in a fairly internationally – Norway and Sweden educational extension programmes, step-wise fashion, hopefully, the pockets of are making strides, while the UK and USA psychological support, psychometric informed teachers, parents, policy-makers continue to grow their offerings in the assessment and schooling options. and educational administrators is set to spheres of gifted education and support. grow. The process may be tentative at That said, there remain gaps. Many While gifted students may be fast learners, first, requiring local adaptation, grass-roots countries lag in their offerings for the many also learn differently from other initiatives and reactivity to context, but gifted; in others, addressing the needs of students. Their innate curiosity may remains however, a highly worthwhile the gifted may simply not be a priority, leave them satisfied with an accelerated endeavour. Each new node may foster the as far more fundamental educational version of a school subject (and indeed growth of more. outcomes remain a major concern. grade-skipping may also be an option to consider), however, such students may In the meantime, particularly in countries While it might be hoped that gifted also yearn for exposure to new (or highly where recognition of the unique needs of children and teens are fortunate enough to specialised) realms of inquiry – realms that, the gifted remains in its nascent stages, have knowledgeable parents and teachers under normal circumstances, they may it will fall to informed parents, educators who are willing to cater as far as possible only encounter at university level or under and specialists to suggest appropriate to their unique needs, it is likely that many self-guided exploration, be it online or offerings. continue to languish in unsuitable and otherwise. stifling educational spaces. It was with these sentiments in mind that Eve Strauss is the founder of Thinxygen. As has been noted, academic achievement I founded Thinxygen – an educational She holds a Bachelor of Science degree and giftedness do not always go hand- content company aimed at gifted students (Hons) from the University of London. in-hand. The gifted student who excels seeking to expand their learning and http://www.thinxygen.com academically may be praised by teachers, engagement with ideas beyond the Contact: [email protected] but not challenged further. Meanwhile, the curriculum. An amalgam of the words one who does not may have his or her lack ‘think’ and ‘oxygen’, the moniker seemed of success misunderstood or misattributed. natural – for gifted students, thinking, REFERENCES: Cross, Tracey & Coleman, Laurence. (2014). In these cases, the student may find it reasoning, creating and exploring are School-Based Conception of Giftedness. Journal difficult to comprehend the difference they indeed like oxygen. As such, the content is for the Education of the Gifted, 37(1), 94-103. sense in themselves and its external effects designed in such a way as to draw out and Gallagher, Selena & Smith, Susen. (2013). – be they social, emotional, academic or foster this innate curiosity, by exploring Acceleration for Talent Development: Parents’ and teachers’ attitudes towards supporting the social otherwise. not only unique subjects, but by blending and emotional needs of gifted children. content in such a way as to provide both The International Journal for Talent Develop- Allowing gifted learners to explore the a macrocosmic overview of a subject, ment and Creativity, 1(2), 97-112. Kay, Kiesa / Robson, Deborah / Fort Brennan, bounds of their abilities in an environment while simultaneously delving into its more Judy. (2007). High IQ Kids: Collected insights, that keeps them engaged may, perhaps, interesting microcosmic aspects. Unlike the information and personal stories from the experts. be regarded as a somewhat murky objective of many traditional educational Minneapolis: Free Spirit Publishing. educational outcome by governments materials, learning is not outcome-based (and indeed, often even within private – requiring the student to have gained education) where the focus is rather on a certain set of skills or proficiencies the more concrete, measurable outcomes upon completion. Rather, the material is such as pass or failure rates, delinquency designed to be a locus of topic exploration. and university preparedness. Being a Signposts, if you will, hint at interesting more ‘intangible’ outcome, it may thus be intellectual detours, and activities allow neglected, although, of course, in the long for (and, indeed promote) different and run, it is in every country’s best interest to varied strategies for problem-solving and foster and support the development of its comprehension. It is hoped that in these brightest young minds. texts, the gifted student finds not only interest and a challenge, but above all, enjoyment and fun. www.echa.info
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