Catering for Gifted and Talented Students
Rationale of Policy Statement for the Education of Gifted and Talented Students
Kristin School Mission Statement
"To help develop our children into young adults who are well prepared for life through A true partnership of staff, students and parents in The pursuit of the highest standards in all endeavours in An environment of trust, respect. and dignity"
(Kristin School, 2000).
The overall aim of this policy is to maximise the educational outcomes of schooling for gifted and talented students. The school recognises that the learning needs of gifted and talented students may differ cognitively, socially, and emotionally from other students and that planned provision is necessary for the school to meet its responsibility to assist all students to move towards self-actualisation of their potential.
Giftedness is presented as a multi-category concept.
Gifted students are those with the potential to exhibit superior performance across a range of areas and endeavour.
Talented students are those with the potential to exhibit superior performance in one area of endeavour.
(NSW Department of School Education, 1991, p 3)
Because New Zealand is a multicultural society, it is important to incorporate relevant cultural values into the concept of giftedness and talent. For example, concepts of special abilities for Maori need to be holistic in nature, reflecting Maori values, customs, and beliefs (Bevan-Brown, 1996).
It is critical for gifted and talented students to be given appropriate opportunity to develop their potential and satisfy their learning needs according to their cultural perspective. Teachers need to be aware of the social, emotional, and motivational factors that may assist or impede the identification and development of gifts and talents (refer to Ministry of Education, 2000, pp 12–25). Special emphasis will be given to identification of student ability.
In establishing programmes to cater for and strengthen individual talents and special abilities, a wide range of areas of giftedness need to be considered, such as those espoused by Howard Gardner:
- Linguistic – language skills, oral, written, mother-tongue or foreign language.
- Logical – mathematical – high ability in the sciences and the more "academic" areas of the curriculum.
- Musical – high ability in music, singing and related areas.
- Spatial – the ability to accurately perceive, manipulate, and create forms.
- Bodily – kinaesthetic – body control and skilled handling of objects.
- Interpersonal – skill in reading the moods and intentions of others; leadership; awareness of justice/injustice in society; team skills; care-giving; human services.
- Intrapersonal – understanding one's own feelings, and using that insight to guide behaviour.
- Naturalism – an intense interest in, and passion for, environmental issues.
- Existentialism – highly developed spiritual awareness; deep-seated beliefs in ethical, philosophical, or religious issues.
(Gardner, 2000)
The school, in accordance with its philosophy and the National Education Goals (Ministry of Education, 1999b), seeks equity for all gifted and talented students in their pursuit of excellence by offering differentiated learning opportunities across the curriculum. It seeks to "develop critical and compassionate thinkers, life long learners who will become informed participants in local and world affairs, who are firm in their own well-informed convictions while respecting the variety of attitudes that makes for the richness of life, and conscious of the shared humanity that binds all people together" (Kristin School, 2000).