Education of the
Gifted and Talented
Mr Neil Downing
Principal - SELB
Mr David Ryan
Adviser - BELB
Consider the following statements
Introduction
“There is no need to do anything for Gifted
students as they are already well endowed”
“Northern Ireland has a world class education
system with good results, good schools and
therefore does not need to have gifted
programmes”
Setting the Context
Features of a Model Policy
•Rationale
•Statement of Intention
•Definitions
•Identification
•Organisational Issues
•Provision
•PSE
•GATCO
•CPD
•MER
•Transition
Teaching the Very Able Child: Developing a Policy and Strategies for Provision. Belle Wallace. NACE (2000)
Activity
What do you consider
would be a good
working definition?
Discuss in groups of 4-6 with feedback
Definitions
White et al (2003, 3)
has identified over 200
different definitions for gifted
and talented.
Outstanding Ability (Teare, 1997,11)
Definitions
Able and Talented (Kerry, 1981, 5)
Bright Pupils (Leroux & McMillen, 1983, 7)
High Ability (Denton & Postlethwaite, 1985,
66)
Definitions
Majoram (1988,15)
genius,
gifted,
high ability,
talented,
flair,
creative
•Many
•Confusing
•Not well defined
•Used interchangeably
National Association for
Able Children in Education (NACE)
Definitions
Able, Gifted and Talented
www.nace.co.uk
CCEA Definition
In the absence of an agreed definition of the terms
‘Gifted and Talented’ and ‘Exceptionally Able’, we
have assumed that the student’s abilities will be in
one or more of the following areas:
- general intellectual ability or talent;
- specific academic aptitude or talent;
- visual and performing arts and sports;
- leadership ability;
- creative and productive thinking;
- mechanical ingenuity; and
- special abilities in empathy, understanding
and negotiation.
NB. Caution should be exercised
Definitions
Department for Education
and Skills (DfES) Renamed the
Department for Children, Schools
and Families (DfCSF) in 2007
The gifted are those with high ability in
one or more academic subjects, and the
talented are those with high ability in
sport, music, visual arts and/or
performing arts.
(Teachernet, 2006)
Definitions
Gray-Fow (2005, 15)
suggest that the DfES definition is
straightforward and has a lot to
recommend it as it is easily
understood. The drawback is that it
does not correspond with many
writers’ definitions of talent.
Activity
What terminology will your school
use? – Able, More Able, Gifted and
Talented, Exceptionally Able?
Discuss in groups of 4-6 with feedback
What terminology will your school use? –
Able, More Able, Gifted and Talented,
Exceptionally Able?
Identification
How will you define the cohort?
Top 5%
5-10%
20%
40%
(National Academy for Gifted
and Talented Youth)
DfES/DfCSF
NACE
(Denton and Postlethwaite)
Identification
Existing School Data
Identification
Teacher Identification
Self Nomination
Parents
Peers
External Sources – e.g. Ed. Psy
Activity
Identify your gifted and talented
cohort from the information provided
Discuss in groups of 4-6 with feedback
Renzulli Ring
Summary
Task
Commitment
Creativity
Above
Average
Ability
Source: Ryan, 2006
Descargar

Inclusion and SEN Gifted and Talented Educatioin