The Gifted education professional learning package developed by the Department of Education, Science and Training provides a comprehensive differentiated resource for teachers in gifted education.
Although IQ tests and other standardised measures of ability are considered to be generally valid and reliable, they do not necessarily identify intellectual potential in culturally diverse populations. This may be due to social-emotional factors or inefficient cognition rather than a lack of ability. Dynamic assessment is useful in the identification of gifted and talented students because it focuses on learning ability more than knowledge and can overcome deficiencies in the use of traditional tests with disadvantaged students. This paper describes the principles and processes that underpin the Coolabah Dynamic Assessment Model and how it can be applied to find underachieving students of high potential.Levels of Giftedness (pdf 92.2kb)
Giftedness can be thought of as a continuum of degrees of potential and a taxonomy of levels has been developed: mildly, moderately, highly, exceptionally and profoundly gifted. Gifted students are characterised by uneven or asynchronous development that is more marked with increasing levels of giftedness. The more highly gifted are likely to possess superior abilities in a range of fields and possess particular socio–emotional traits with greater intensity. Educational interventions need to be designed so that an optimal match is achieved between ability level and curriculum demands. Interventions should also be used diagnostically to more clearly delineate student potential. The attached pdf file outlines some of the research relating to the needs and characteristics of gifted students with varying degrees of ability.
This paper illustrates the role that research played in the introduction of a full-time gifted class into a comprehensive technology high school in 1997. The perceived need for a program, as distinct from provisions within this context, included the difficulty associated with developing appropriate curricula and a supportive school framework for gifted students within existing educational arrangements. A comprehensive, sequential system was developed to implement the program, initially for year seven gifted students. Institutionalisation of this program was a complex process that involved parents, teachers, school counsellors and educational administrators. Despite some pitfalls on the way, the final program was popular and valued by the school community. The attached pdf file provides some useful practical ideas for the development of a gifted program.