In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.
Earlier approaches to giftedness and to the education of highly able students emphasised a relatively static concept of giftedness characterised by formal identification procedures, predetermined cut-off points for selection purposes, and pull-out programs for the selected students. This model is based on assumptions that can no longer be countenanced. In its place, a developmental concept of giftedness acknowledges the influence and importance of the environment on a child's performance and stresses the crucial role of the regular classroom teacher in the development of talented behaviour. Implications for the teacher and the school are discussed under the headings of (a) identification, (b) curriculum, (c) classroom management & organisation, (d) teaching strategies & skills and (e) school organisation. A developmental concept is not only theoretically sound but also includes the regular teacher as part of the developmental process itself.
This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.
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