FAQs responses
Frequently asked questions
How can I get my son/daughter assessed?
Assessment of the student can be done in many ways. Parents/caregivers can provide information that can aid the assessment process. Information about what children are reading or doing at home and involved in outside school hours will provide useful information to schools. It is often helpful to keep a portfolio of drawings and other tasks that your child completes.
The classroom teacher may be the first professional person to assess a student. Thisassessment will be done using various techniques and tools. The teacher will observe the student in a variety of learning situations. The teacher will also assess the student using achievement and standardised tests in the various key learning areas (KLAs). If further and more in-depth assessment is required, the school counsellor can test the student, using an individual IQ test. Individual IQ testing will be undertaken after consultation with the teacher and parents/caregivers and any other relevant personnel. The test is usually conducted at the school the student attends.
What is the Department's policy on early entry to school?
The Department's policy (revised 2004) states: “School communities have a responsibility to develop effective and equitable identification procedures and developmentally appropriate programs for gifted and talented students”. Acceleration, which includes early entry to school, is an administrative procedure that accommodates the intellectual and emotional characteristics that allow gifted and talented students to learn more quickly than their peers. Early entry is at the discretion of the school principal. It is restricted to gifted children aged four years or older at January 31 of the year of enrolment. An extensive psychological evaluation of intellectual, academic and socio-emotional ability is required.
What extension opportunities are available outside school hours for my gifted child?
Out of school opportunities for enrichment are numerous, with varied programs running throughout the term and others provided during school holidays. Additional information about some of the opportunities are available at:
• School-sponsored participation in competitions, e.g. Nestlé Writearound Australia, at: http://www.nestle.com.au/writearound
• Online resources such as the CSIRO's Double Helix Club, at: http://www.csiro.au/helix/
• TalentEd enrichment programs, at: http://scs.une.edu.au/TalentEd/
• NSW Writers' Centre for aspiring writers, at: http://www.nswwriterscentre.org.au/
• WesTalent, a community enrichment program for gifted and talented children, at: http://www.cadre.com.au/showcase/llec/html/body_westalent.html
• The NSW Association for Gifted and Talented Children Inc., at: http://www.nswagtc.org.au/index.html
• GERRIC the Gifted Education Research, Resource and Information Centre, located at the University of New South Wales ; at: http://gerric.arts.unsw.edu.au/stdt.html
I think that my child is gifted but I am not sure. How can I tell?
Agreement about what “gifted” means is not easily reached, although it is generally accepted that a gifted student has the potential to perform in one or more domains of ability at a superior level, compared with students of the same age. The domains of ability are intellectual, creative, social and physical.
A gifted student may demonstrate characteristics that are associated with giftedness long before he/she begins school. Research shows that, in the early years, parents/caregivers are the best judges of their child's abilities. Early predictors of potential in a gifted child may include:
• curiosity
• advanced/refined development of either gross or fine motor skills
• quick assimilation of knowledge, early vocalising, and sentence complexity
• creativity in activities, including questioning and problem-solving.
Some or many of these attributes may be demonstrated in the following ways:
• concentration and interest in reading, listening and writing
• interest in number and time concepts
• sophisticated sense of humour
• preference for the company of adults and older children
• accurate recall
• impatience with limitations, repetition and injustices
• superior organisational/categorising skills
• knowledge of cause and effect, and ability to makes inferences at an early age.
How do I approach my child's school?
Both parents/caregivers and teachers share an interest in enabling students to reach their potential. If you have a concern that your child's educational needs are not being met the first port of call is the classroom teacher. Make an appointment as teachers have many demands on their time.
When you meet with the teacher, be clear about what your concerns are. Approach the teacher with an open mind and be prepared to negotiate. Offer suggestions about how the teacher could enhance and perhaps modify your child's program in order to provide appropriate opportunities. The teacher may have 30 students in the class and will be appreciative of any insight you can offer with respect to your child.
If you still have questions after talking to the classroom teacher, the principal would be the next person with whom you could meet. Again, make an appointment and be clear about your concerns and goals for the meeting.
Further information is available from your regional office, particularly the officer responsible for gifted and talented education.
It is also important to acknowledge the efforts that schools make for gifted and talented students by providing positive feedback to them.
Which schools have programs for gifted and talented students?
Local authorities will be able to provide information regarding early childhood programs in preschools. Parents/caregivers are advised to contact the local primary schools in their area and ask them what programs or provisions are available for gifted students. Feeder preschools may also be able to advise parents/caregivers as to what is offered in schools past pupils now attend. From the beginning of 2005 all Departmental comprehensive high schools will be required to make provisions for the gifted students in their schools. Contact your local high school and ask them what programs they offer. If you have any further concerns, contact your local regional office and ask to speak to the officer responsible for gifted and talented education in that region.
How do I know which school is right for my gifted child?
As a parent/caregiver, you are able to judge which school will best meet your child's educational needs. The first step is to look at your local school and what it has to offer. Make an appointment to talk to the principal. Make a list of the features of the school about which you would like information. The list could include the school's philosophy, how students are grouped, and how achievement is acknowledged.
Be prepared to share knowledge of your child with the school. Talk to other parents/caregivers whose children attend the school. Perhaps attend a P&C meeting and meet others who are involved in the school. Schools have a commitment to meet your child's needs and will be prepared to discuss any concerns that you may have.
As a parent/caregiver, what can I do to support my gifted child?
As a parent/caregiver of a gifted child, it is first and foremost important to remember that they are children and require love and discipline.
Listen to your child's concerns and allow your child time for recreation. They do not have to be constantly engaged in formal activities but, at the same time, it is important to support them in their hobbies and interests.
© State of New South Wales through the Department of Education and Training, 2008. All rights reserved.
Conditions of use | Contact us
Report incorrect, out-of-date or missing information