More targeted gifted education programs and teacher training help ensure the substantial potential of gifted students does not go untapped.
A lack of specialised training in gifted education leaves many teachers ill-equipped to identify and cater for gifted students, says an expert in gifted education from UNSW Sydney.
Gifted students are those who have the potential – across intellectual, creative, social and/or physical domains – in the top 10% of their age peers. They may be identified from as young as two years old.
Research has shown that the earlier we intervene, the better students will perform in the long term, says Professor Jae Jung, Director of GERRIC, the Gifted Education Research, Resource and Information Centre at UNSW.
"Most often we rely on teachers to identify gifted and talented children. However, most teachers entering the profession have no training in gifted education," Prof. Jung says.
"While they're usually well-intentioned, they may rely on myths and stereotypes about gifted students that are not helpful in promoting student development."
The Australian Professional Standards for Teachers require teachers to be able to differentiate their teaching to meet the specific learning needs of students across the full range of abilities. Yet today's teacher training in NSW does not enable this, says Prof. Jung.
Teachers in NSW must complete compulsory units in working with students who have special needs, such as those living with disabilities, learning difficulties and/or autism, but most preservice teacher training programs in Australia do not incorporate a unit in gifted education.
This is despite the recognition in the NSW High Potential and Gifted Education Policy that gifted students need to be supported through effective school environments, including quality teaching, learning and leadership, to reach their potential.
A common misconception is that gifted children are guaranteed academic achievement and success, he says. "Unfortunately, without targeted assistance and interventions, gifted students may stagnate, disengage and even disrupt the classroom environment."
Research, in fact, has shown that up to 50 per cent of gifted students underachieve, 20% drop out of high school, and 40% fail to complete tertiary education.
"We group students together by age in education, and we expect all students of the same age to be working at the same level. But that's simply not the case," Prof. Jung says.
"Of note, research studies suggest that in a typical mixed ability classroom, the range of abilities may span six or more year groups.
"Supporting gifted and talented students builds stronger educational communities and has cumulative positive social impact."
Enabling teachers through targeted gifted education training GERRIC is one of only a small number of education hubs worldwide – and the only one of its kind in Australia – dedicated to supporting, nurturing and advancing high-ability students.
GERRIC trains more than 3000 Australian and international teachers in gifted education. The UNSW Mini-COGE (Certificate of Gifted Education) is a non-award short course for teachers delivered flexibly: on site at UNSW, in schools (across Australia or around the world), or online. It is given over two days full time, four weeks part-time or tailored to accommodate teachers' work demands.
GERRIC also offers school holiday programs to more than 400 gifted students every year.
UNSW's School of Education offers undergraduate courses and postgraduate programs in gifted education, including the Graduate Certificate in Education (Gifted Education), Master of Education (Gifted Education), and PhD and EdD studies in gifted education.
"All students, regardless of their circumstances, have the right to an education that meets their learning needs," Prof. Jung says. "This includes providing appropriate support to help gifted children aspire to and achieve excellence."
