Who are we?
AAEGT members are parents, educators, academics/researchers and other professionals whose family or work life brings them in contact with gifted children.
The Australian Association for the Education of the Gifted and Talented (AAEGT) is a national organisation committed to furthering the education and wellbeing of gifted students.
Through evidence-based leadership, advocacy, collaboration, education and communication, the AAEGT strives for the vision that all gifted students across the nation be supported to thrive through appropriate educational and social/emotional provisions.
Join us
About giftedness
Children who are gifted are considered to display characteristics at home and school that are significantly different to the characteristics of other students of their age.
Every student has a right to access relevant learning opportunities aligned with their individual educational and wellbeing needs.
As such, the learning needs of gifted students can differ significantly from their same-age peers.
"I feel that skipping two grades was a fantastic decision, which greatly influenced my education; I was consistently challenged throughout the day at school, and gradually I made friends with many of my classmates with similar interests to mine." Jonathon
Resources for Teachers
Every teacher or early childhood educator has, on average, 2-3 gifted students in their class. Identification, appropriate programming, accelerated learning and flexibility are essential in helping these students to realise their potential.
Our most recent resources include:
Acceleration is an educational intervention that moves students through an educational program at a faster rate than usual or younger than typical age (Salkind, 2008). Acceleration involves matching the level, complexity and pace of curriculum with the readiness and motivation of the student and will assist in ensuring gifted learners become “confident…successful lifelong learners” (Council of Australian Governments Education Council, 2019) . It is vital to ensure that acceleration, of whatever type, is something that the student desires. There are many methods of acceleration (Department of Education, 2012; Ronksley-Pavia, 2011). Some examples include: Grade-skipping, where one or more full grade levels are omitted, for example a student may move from grade 3 directly into grade 5 Early entrance to school, where a student begins their schooling (usually Kindergarten) at a younger age than normal Grade telescoping where students work through the curriculum of two or more grades in one academic year Subject-based acceleration, where a student does the work of a higher grade level for a particular subject either: In their own classroom but working on higher grade material By attending a higher grade classroom for that subject Through dual enrolment - also enrolling in a higher level of schooling for a particular subject, eg studying a university subject while still in high school Extensive research has demonstrated that acceleration is an effective and appropriate method to cater for gifted students academically, socially and emotionally (Assouline et al., 2015a, 2015b; Colangelo et al., 2004a; Colangelo et al., 2004b). Acceleration Frequently Asked Questions: Is acceleration pushing a child and therefore stressful to them? Acceleration allows gifted students the opportunity to learn at a pace that is more suited to their natural rate of learning. Where the pace of learning does not match the student’s needs, they may display disengagement, school refusal, behaviour problems, and/or mental health problems. Mismatched learning pace also denies students the opportunity to learn how to address intellectual challenges and develop resilience to cope with a degree of failure. Should we accelerate students when it did not work for “insert name here”? Every gifted student is different. There are many forms of acceleration and just because a certain type of acceleration did not work for one gifted student does not mean it won’t work for any other gifted student. One method to explore a child’s suitability for grade acceleration is the IOWA Acceleration Scale (Ronksley-Pavia, 2011). If a grade skip is recommended, the student’s teachers and parents need to dedicate time to support a smooth transition. Successful acceleration relies upon collaboration between school, home and student; appropriate selection of acceleration type; sufficient accelerative intervention; and sufficient support, including with transition. Does the Australian Curriculum allow for gifted students to accelerate through content at their own rates? Every student is entitled to rigorous, engaging and enriching learning experiences across all areas of the curriculum. Pre assessment is critical to ensure that learning area content is aligned with the learning needs of the student. The Australian Curriculum and instruction should be adapted in response to the needs of gifted students to provide flexibility in learning progression instead of rigid, age-graded academic placement. Does acceleration mean a child will have gaps in their learning? Students are accelerated because they are well ahead of the age-peers in their academic development and knowledge. Gifted students learn swiftly, and any gaps quickly disappear. Is it unfair to allow some students to accelerate? Great schools ensure that all students are catered for at their point of need. Research shows that forms of acceleration are necessary for some gifted students. Acceleration is often their best chance for an appropriate, challenging education (Waterloo Region District School Board, 2013, Aug 24). Gifted children are entitled to reach their potential, like any other children. How will a student’s social and emotional development be affected? The overwhelming research on grade acceleration has found that where academic, social and emotional maturity is identified, students will actually benefit socially and emotionally from the acceleration (Neihart, 2007). For many bright students, acceleration provides a better personal maturity match with classmates. Gifted students may feel increasingly disconnected with their same-age peers. Therefore, it makes sense to place students in a classroom where they can learn with their academic peers. Won’t the other students in the class lose their role models? Research shows that average or below average students look to those marginally above their ability level in the class as role models. Watching or relying on someone who is expected to easily succeed at a high standard does little to increase a struggling student’s sense of self-confidence. Similarly, gifted students benefit from classroom interactions with peers with similar potential and become bored, frustrated, and unmotivated when unable to work within their zone of proximal development (Gifted and Talented Association of Montgomery County, 2010, Feb 24). References Assouline, S., Colangelo, N., & VanTassel-Baska, J. (2015a). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 1). The University of Iowa. Assouline, S., Colangelo, N., & VanTassel-Baska, J. (2015b). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 2). The University of Iowa. Colangelo, N., Assouline, S., & Gross, M. U. M. (2004a). A nation deceived: How schools hold back America's brightest students (Vol. 2). The University of Iowa. Colangelo, N., Assouline, S., & Gross, M. U. M. (2004b). A nation deceived: How schools hold back America's brightest students (Vol. 1). The University of Iowa. Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) Education Declaration . Melbourne, Australia: Australian Government. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf . Department of Education, S. a. E. (2012). Gifted Education Professional Development Package . Canberra, Australia: Australian Government. Retrieved from https://www.dese.gov.au/collections/gifted-education-professional-development-package Gifted and Talented Association of Montgomery County. (2010, Feb 24). Top ten myths in gifted education [Video file] . https://youtu.be/MDJst-y_ptI Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly , 51 (4), 330-341. Ronksley-Pavia, M. (2011). A report on acceleration for the gifted: What does it mean? Gifted , February (159), 8-11. Salkind, N. J. (2008). Acceleration. In N. J. Salkind (Ed.), Encyclopaedia of educational psychology (Vol. 1, pp. 4-8): Sage. Waterloo Region District School Board. (2013, Aug 24). John Hattie challenging all students [Video file] . https://youtu.be/4ivNbPo6QSU
Gifted children, like all children, deserve to receive an education in line with their abilities - an education that ensures “that young Australians of all backgrounds are supported to achieve their full educational potential” (Australian Curriculum Assessment and Reporting Authority, 2020, p. 6). This mandate is also provided for within the United Nations Convention on the Rights of the Child (1989). Fortunately, there are a wide range of strategies teachers can implement in classrooms to assist their students to flourish. It is reasonable to expect gifted children within your classrooms will be excited about, and interested in school; they should be allowed a reasonable amount of time to work with like-minded peers on material that challenges them; and they should be taught by teachers who have an understanding of the needs of gifted students. What do I need to know to support gifted children in my classes? Learn as much as you can about gifted students from many sources of information; meet with the child’s family from the outset and work with them as trusted partners in the journey. Look at the websites of gifted organisations; read the policy statements from your school and education system; find out about the common myths surrounding educating gifted children and how to dispel these myths (Gifted and Talented Association of Montgomery County, 2010, Feb 24); investigate widely (National Association for Gifted Children, 2018) and consider attending gifted education seminars, webinars and conferences on gifted children and their education; familiarise yourself with the language and terminology surrounding gifted education, and unpack what the implementation of best practice research findings should look like in your classroom. Actively seek out what your education system provides in the way of support for gifted students – from selective schools or programs for gifted students to opportunities for participating in challenges and competitions, and everything in between. What should I do if I suspect a child in my class is gifted? You may have noticed a student in your class who demonstrates a quick propensity to learn or appears to be disconnected from the learning despite having ability. There are a range of checklists that may assist to identify whether this student may be gifted. From this point you may utilise a range of standardised assessments, including above level testing, to more accurately pinpoint the current level of understanding. Alongside this, talk with the school’s gifted education coordinator, principal, education system gifted education personnel, and most importantly with the student’s parents or carers. Then, to move the process forward, refer to an educational psychologist for further assessment. How should I approach teaching a gifted child? Pre-test to find out the existing level of knowledge and capability for all learning to inform appropriate planning and teaching. Plan to deliver learning at the appropriate level and pace to match the child’s capability and needs. Personalised curriculum needs to be both challenging and scaffolded ensuring students are taught the required skills and knowledge to enable them to work within their zone of proximal development (Eun, 2019; Vygotsky, 1978). Differentiate content, process, product, learning environment with differentiated task design, ensuring it is learner-centred.(Maker, 1982a, 1982b; Maker et al., 1996) Ensure opportunities for extension (within the curriculum) and enrichment (outside the curriculum). Facilitate access to intellectual peers at least part of every day (Rogers, 2002). Use appropriate acceleration - see AAEGT acceleration document for more information. Ensure a safe environment: physically safe (especially from bullying); emotionally safe, and intellectually safe to share ideas that may be different from yours and their classmates. Remember: Every child has the right to learn something new every day...and to make at least one year’s progress in every calendar year (Winebrenner, 2000) . Where can I get support? Your school or education system may have staff who are gifted education specialists and your school or system may have recommendations for specific programs, groupings or structures for gifted students. All Australian states and the ACT have gifted organisations – join the one in your state so you can benefit from the support and information that they can provide. Final Thoughts Share your knowledge and successes with colleagues. Create networks within your school, to ensure gifted students are catered for in all classes, not just yours. Celebrate your students’ achievements and treasure the journey! References Australian Curriculum Assessment and Reporting Authority. (2020). The Shape of the Australian Curriculum . Australian Curriculum Assessment and Reporting Authority Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky's theories [Article]. Educational Philosophy & Theory , 51 (1), 18-30. https://doi.org/10.1080/00131857.2017.1421941 Gifted and Talented Association of Montgomery County. (2010, Feb 24). Top ten myths in gifted education [Video file] . https://youtu.be/MDJst-y_ptI Maker, C. J. (1982a). Curriculum development for the gifted [Non-fiction]. Aspen Systems. Maker, C. J. (1982b). Teaching models in education of the gifted . Aspen Systems. Maker, C. J., Nielson, A. B., & Maker, C. J. (1996). Curriculum development and teaching strategies for gifted learners (2 ed.). Pro-Ed. National Association for Gifted Children. (2018). Parent tip sheets . National Association for Gifted Children,. Retrieved 14 June from https://www.nagc.org/resources-publications/resources-parents/parent-tip-sheets Rogers, K. B. (2002). Grouping the gifted and talented: Questions and answers. Roeper Review , 24 (3), 103-107. United Nations Convention on the Rights of the Child. (1989, November 20). https://www.ohchr.org/en/professionalinterest/pages/crc.aspx Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Mental Processes . Harvard University Press. Winebrenner, S. (2000). Gifted students need an education, too. Educational Leadership , 58 (1), 52.
Resources for Parents
To understand your gifted child’s social, emotional and intellectual needs, you need to learn as much as you can about giftedness; this will help you be a voice for your child.
Our most recent resources include:
When the school environment is not meeting a student's needs, despite extensive communication between home and school, homeschooling is one option to consider.
Can you identify with this scenario? Art and Lily know their preschool aged daughter, Harper, is gifted. Harper has been reading environmental text and picture books since she was two. She knows her numbers past 100 and can perform simple addition algorithms. The family have incredible dinnertime conversations, where Harper’s parents are continually surprised by her advanced vocabulary. Harper also comes up with original and creative ideas. Harper’s preschool educators haven’t commented on this precociousness but despite that, Art and Lily approach their local primary school to enquire about early entry, or an acceleration missing the first year of school. After a meeting with the principal, they are stunned to learn that the school will not condone any form of acceleration of this type. The preschool educators say that Harper is emotionally immature and has poor socialisation skills. The results of psychometric testing are ignored. What is early entry? Early entry is the enrolment of a child into a state-run or independent school earlier than the state’s legislated starting age. This is an accelerative option for children with highly developed natural abilities and/or an IQ in the gifted range. Early entry requirements for different states vary, and parents are encouraged to check their local gifted organisation and/or Department of Education for more information. State policies can support early entry as an accelerative option, but the uptake of this strategy is very limited in practice. What are the benefits of early entry? Can be an effective intervention with positive academic and social outcomes for young, gifted children if policy guidelines are followed (Diezmann, Watters, Fox 2001; Robinson 2004) Often avoids the need for a more complex grade acceleration later in a child’s schooling Meets the academic and social-emotional needs of a gifted child Opportunities to learn and socialise with intellectual equals rather than aged-related classmates How should it be managed? Most states have policies or guidelines to follow. Please contact your local school and/or your State Department of Education. What alternatives can schools provide to early entry? For a child that is gifted, displays school readiness, and prefers the company of older children and adults, there is no better alternative than early entry or acceleration. Some schools may offer an enriched curriculum. If this is the case, teachers should have completed preservice education, or post graduate studies, in gifted education. Schools, preschools, and educators should continually: Provide challenge, as part of an appropriate and stimulating curriculum Gain the skills and knowledge to create optimal and flexible learning environments Create a learning environment where a child’s potential, talent and natural abilities allow themselves to be revealed Recognise a child’s strengths and interests Respond to the readiness of learners Foster curiosity, creativity, imagination, and perseverance Extend children’s thinking What are some of the characteristics of young, gifted children? Ability to learn quickly Imaginative and creative Sophisticated sense of humour Compassion Deep sense of justice Engagement with thinking and learning new skills Why is a child’s social-emotional development often misinterpreted? Many educators do not believe that gifted children have age-appropriate or advanced levels of maturity and socio-emotional adjustment. This is based on misinformation and misinterpretation. Gifted children are perceptive, and this enhances connections with intellectual peers but disenfranchises them from age peers. Educators can interpret these interactions as evidence of immaturity, when in fact frustration and boredom can lead to antisocial behaviours (Diezmann, Watters, Fox 2001) The truth is, that failure to provide early entry may adversely affect the learning and social emotional development of gifted children. References Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today Diezmann, C. M., Watters, J. J. & Fox, K. (2001). Early entry to school in Australia: Rhetoric, research and reality. Australasian Journal for Gifted Education 10(2):5- 18.
The Australasian Journal of Gifted Education
The Australasian Journal of Gifted Education is the official scholarly peer-reviewed publication of the Australian Association for the Education of the Gifted and Talented (AAEGT).
The journal publishes original research, theory and related articles (including book reviews and interviews) on the education, training or development of individuals of high intellectual, creative, socioaffective or sensorimotor abilities, in all of their respective dimensions, broadly defined.
