What+do+the+experts+say?


 * What do the experts say?**

There has been a wide range of studies and research done about gifted education. The problems and advantages for gifted students, the challenges for teachers and policy makers when dealing with gifted students and the implications for teacher education and professional development, have all been addressed. I have picked 2 studies that look at gifted children and some the problems associated in providing an appropriate educational environment for them.

The first study I looked at concerned a teacher in Queensland who was in charge of a program for gifted children aged 5 - 7 years old. Her observations and thoughts were recorded.


 * Some of the issues that seemed significant were:**

- Teacher education limited in this area as all of her knowledge of gifted education was gained during a Masters Degree - The teacher in this study recognized that she had little knowledge on how to develop programs for these students prior to doing post graduate study - The teacher often felt isolated from the staff at the school as other teachers didn’t realize the challenges associated with delivering this program - The teacher in this study realized that the learning programs developed for gifted students needed to be open to change and allow for creative thinking in students - Teachers needed to have no pre – conceived ideas on student capability at a young age as this could limit the learning potential for gifted students


 * Some recommendations that were made after study concluded were:**

- Teacher education degrees should include instruction on gifted education to help graduating teachers have some insight on the needs of these students - Established teachers need professional development in gifted education to be aware of the challenges in this area and to give them the skills to develop suitable programs for these students - There should be a collaborative effort between teachers, administrators, teacher educators and policy makers to address attitudes and resources for gifted education

(Garvis & Prendergast 2011)

The second study I examined addressed whether peer victimization made a difference to the affective characteristics of gifted children.


 * Some of the factors that seemed significant in this study were:**

- That giftedness is a combination of high intellectual capacity, well developed affective traits and being in a facilitative environment - Research has shown that giftedness can be affected if the student’s environment is unsupportive - Research has shown that peer victimization was associated with diminished levels of self concept, motivation and social coping - That gifted students often reported they had difficulty making friends and relating to peers - That gifted students have high social and affective desires that are not understood by their peers - Due to advanced capabilities gifted children have a higher need for loyalty, intimacy, and stability in friendships and these needs are not met in their social settings - Gifted children may feel isolated from peers - Some students may try to deny their high ability to conform with peers and improve social interactions - Some research has shown that gifted students can experience aggression from peer groups in the form of physical or emotional abuse, and social alienation. This causes great anxiety, diminished self esteem, and reduced motivation


 * The main recommendation concluded from this study ascertained that educators must be aware of some of the problems associated with peer victimization to gifted students and that inclusion of gifted children in gifted or talented programs could provide a protective factor against peer victimization.**

(Wolf & Chessor 2011)


 * A teacher's perspective:**

I also conducted an interview with my sister, a long time teacher with 26 years experience, who works at Portland North Primary School. She has taught a number of students who could be included in this category and gave some insight into the issues that need to be addressed by the classroom teacher.


 * Here are some of her thoughts:**

- Make sure you have a differentiated curriculum, use open ended tasks and have higher expectations of these students - Make sure work is challenging so the students are engaged - Have good communication between students, parents and teachers to make sure there are no issues and needs are being met - Acknowledge the student's abilities and provide more complex learning activities - Observe the student's relationships with peers to make sure there are no issues - Take advantage of any PD'S in this area eg: Tournaments of the mind, that are offered - Have regular catch ups with student's to ensure the curriculum is providing for their needs