11/10/2023 0 Comments Define gifted educationInternational networks and national civil society organisations, such as in Portugal and the United States, can be instrumental in developing policy and supporting schools in implementing inclusive practices. For example, a 2017 study found that, among the 30 European countries surveyed, around 70% of teacher respondents had not attended in-service training in this area. Nonetheless, there remain many gaps in initial teacher education and continuous professional learning. Some, such as Colombia, publish extended guidelines and orientation documents, while others clearly describe the role of teachers in policy (e.g. As such, countries develop initiatives to support them. Teachers are at the forefront of inclusive education, and they play a key role in identifying giftedness and in implementing learning strategies and monitoring gifted education. Teacher and school capacity to support gifted students However, what is common across nearly all OECD countries is the availability of acceleration and/or enrichment strategies to give gifted students the opportunity to learn at a faster pace and have access to richer curricular contents and learning activities outside the classroom. In some contexts, such as Finland, there is no direct reference to gifted students, and schools must be able to respond to the needs of all students without highlighting personal characteristics. In other countries, gifted students are incorporated into a broader category, usually that of students with special education needs. In Korea, gifted education is a separate education policy area, with its own framework, and dedicated schools. Countries also approach gifted education differently. France puts the emphasis on student development and refers to them as “students with high potential”. For example, Germany and Spain refer to some students as being “gifted”, and in Australia and the United Kingdom they are labelled “gifted and talented”. OECD countries use different terms to describe gifted students. Gifted student’s full potential can be unlocked thanks to adequate opportunities and support in education. It encompasses multiple forms of intelligence such as creativity and empathy. Research now suggests that giftedness goes beyond IQ. Giftedness has traditionally been understood as higher-than-average intelligence as measured by Intellectual Quotient (IQ) tests, often associated with certain subjects such as mathematics or music. Definition of giftedness and policy approaches for gifted education Thus it is important to first define giftedness and then outline gaps and successful practices from around the world to learn from each other and improve practice. But the question then comes: How do you measure these? And how can schools support gifted students? In general, giftedness is not well understood, which means that education systems can be challenged to help gifted students. The term “gifted education” refers to educating students who have higher-than-average intelligence, talent or potential. – Gifted students are not a homogenous group, and identifying them requires training and socio-cultural sensitivityĪll education systems are required to teach a wide-variety of students and help them achieve their potential. – More teacher- and school-capacity building is vital for achieving inclusive gifted education Many countries provide acceleration and enrichment strategies to support inclusion of these students in education – Each country defines giftedness and gifted students differently and responds to their needs in various ways.
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