Translating theory into practice: One school’s approach to identifying Māori gifted and talented learners

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

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Empowering gifted and talented youth: The "N" youth activity precinct

Australasian Journal of Gifted Education ◽

10.21505/ajge.2018.0005 ◽

2018 ◽

Vol 27 (1) ◽

Cited By ~ 2

Author(s):

Sharn Donnison ◽

Margaret Marshman

Keyword(s):

Gifted And Talented ◽

Youth Activity

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How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

Gifted Child Today ◽

10.1177/1076217518769700 ◽

2018 ◽

Vol 41 (3) ◽

pp. 159-167 ◽

Cited By ~ 1

Author(s):

Corina R. Kaul ◽

Brenda K. Davis

Keyword(s):

Professional Development ◽

Gifted And Talented ◽

Gifted Education ◽

Effective Instruction ◽

Gifted Learners ◽

State Education ◽

Multiple Groups ◽

State Plan ◽

Every Student Succeeds Act ◽

The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

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