Education of the Gifted and Talented

Mr Neil Downing Principal - SELB Mr David Ryan Adviser - BELB

Introduction Consider the following statements 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 Teaching the Very Able Child: Developing a Policy and Strategies for Provision. Belle Wallace. NACE (2000) Rationale Statement of Intention Definitions Identification Organisational Issues Provision Transition PSE GATCO CPD MER

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.

Definitions Outstanding Ability (Teare, 1997,11) 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

Definitions National Association for Able Children in Education (NACE) Able, Gifted and Talented

CCEA Definition In the absence of an agreed definition of the terms Gifted and Talented and Exceptionally Able, we have assumed that the students 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

Identification What terminology will your school use? – Able, More Able, Gifted and Talented, Exceptionally Able? How will you define the cohort? Top 5% (National Academy for Gifted and Talented Youth) 5-10% DfES/DfCSF 20% NACE 40% (Denton and Postlethwaite)

Identification

Existing School Data 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

Summary Task Commitment Creativity Above Average Ability Renzulli Ring Source: Ryan, 2006