Bright or Gifted: Policy Development
The guidelines
Riley states that "the guidelines are the most specific and detailed aspects of the policy", (Riley, 2000, no page given). The guidelines are the basis of how a programme is to be carried out. They explain how the educational setting is going to show that they are meeting the requirements laid out to achieve. Riley explains the components that are necessary within a policy:
- definition of children with special abilities
- identification procedures
- programming
- organisational strategies
- staff involvement
- communication
- resources
- evaluation
(Riley, 2000)
1. The definition
This component has already been discussed previously within this article.
2. Identification procedures
The identification of children with special abilities is viewed as one of the most important aspects of gifted education
(McAlpine, 1996, p. 63)
The importance of early intervention is necessary within the early years of life and appropriate identification strategies should be put in place to ensure that children of higher abilities are recognised (Holden, 1996). McAlpine (1996) points out that if children are identified as gifted and programmes are set up early, children's interest in learning continues. Taylor (1998) explains that a policy should outline what identification procedures are appropriate for the particular educational setting in which it will be implemented. There are a variety of methods that have been developed in terms of identifying the gifted learner. McAlpine (1996) states that identification of gifted learners should not rely solely on one method but should use a multi-method procedure.
Tools for identification:
- teacher observation and nomination
- standardised tests
- rating Scales
- peer nomination
- parental nomination
- self nomination
- product and portfolio evaluation
(McAlpine, 1996, p. 73)
Each of these is explained in depth in Appendix 2.
It is important to remember that tests only measure what they are designed to test. It is important that the chosen identification method is relevant to what is being measured as well as "mirroring" the definition outlined within the policy. The identification component of the guidelines should address issues such as early intervention, open communication, continuous observation, team approaches, utilizing the muti-method approach and the inclusion of under represented groups (McAlpine, 1996).
For example:
Tiny Tots preschool will identify children with special abilities by using a range of identifiers these will include:
- teacher observation
- rating scales
- parent nomination
- evidence from children's profiles
- standardised assessments
Teachers will be introduced to information, identification procedures and guidance will be given into how to use these methods effectively. Children will be identified early and appropriate intervention methods will be used. Children will be identified from a range of differing areas e.g. intellectual skills, creative skills, cultural skills, leadership skills, and psychomotor skills.
(Tiny Tots Preschool, Policy on Gifted Education, 1998)
Taylor (1998) explains that when using identification procedures the knowledge, skills, and attitudes under each goal within Te Whariki should be considered.
3. Programming Options
The question to ask when writing this part of the policy is "What is it that we are going to provide for our gifted learners?"
When using or choosing programming options teachers should consider that the programmes:
- ensure learning for the child should be continuous. This means that the programme within the regular classroom and that of the specialised programme work together;
- are woven into the everyday running of the school, not just "tokenisms" or add-ons;
- should be based upon sound knowledge, research, and theory and should cross across all cultural groups;
- incorporate both enrichment and acceleration that results in quality teaching and learning.
(Le Sueur, 1996)
The programmes that are to be put in place should develop the individual's strengths and interests and should work at extending these. Holden (1996) points out that early childhood services are very good at meeting the needs of all their learners as it works from a very individualised curriculum. Davis and Rimm (1994, cited in Holden, 1996) suggest that educational programmes need to meet the psychological, social, and educational needs of the gifted learner. Davis and Rimm also state that the programmes should enable the children to become individuals who are capable of intelligent choice, independent learning, and problem solving (Davis & Rimm, 1994, cited in Holden, 1996).
When looking at programming options for early childhood centres there is little in the way of research. Many would suggests that because early childhood programmes are very focused on individualised programmes that the needs of the gifted learners are already being meet. One could argue however that if gifted children aren't identified as gifted then how can appropriate programmes be set up?
Programme implementation during the early years:
- integrated curriculum
- individual development plans
- language – engaging children in higher levels of thought
- children's interests as the centre of the curriculum
- curriculum emphasis placed on play, exploration and manipulation
- decision making – involving children in every day decisions
- holistic approach – view the child as a "whole" not just an intellectual being
- relationships with the family – encourage family/whanau support
- group based approach – both individualised activities as well as group activities
- differentiated instruction – the use of differing strategies such as effective questioning, project development, curriculum units, independent study, information technology.
(Holden, 1996)
Enrichment and Acceleration are two programming methods, which were mentioned previously (Townsend, 1996). Enrichment is "a process that extends instruction beyond the bounds of curriculum" (Southern, Jones & Stanley, 1992, p. 390). Renzulli (1986, cited in Riley, 1996) developed a model of enrichment which is used widely throughout many educational settings, (refer to Appendix 4). While enrichment refers to the "moving out" of children's learning, acceleration refers to the "moving up". Pressy (1949, cited in Southern, Jones & Stanley, 1992, p. 387) states that it is "progress through an educational program at rates faster or at ages younger than conventional". Examples of this are, early entrance to school, correspondence school.
Some ideas that can possibly be looked into include programmes such as:
- learning centres
- IEP's
- special grouping
- networking between centres
- mentorships
- cluster groups
- private tuition
(Holden, 1996)
So in writing this component of the policy it would be expected that the types of programmes to be put in place to provide and enhance the learning of the gifted child would be stated and explained.
4. Organisational strategies
Organisational strategies are based on "How are you going to deliver the programme?". In identifying organisational strategies and writing them into the policy Riley (2000, August) suggests:
- that the strategies need to provide a continuum of delivery approaches;
- that staff need to use a "team approach" for the coordination and management of the programmes;
- that staff need to utilise curriculum models and programmes that are specifically designed for teaching gifted children;
- that staff need to consider other issues that may affect the programme e.g. scheduling/timetabling, physical space, record keeping.
Taylor (1996) points out that all strategies used within programming should match the educational setting's philosophy. In writing policies discussion and identification of appropriate strategies need to be discussed, e.g. IEP's, enrichment groups, mixed age groupings.
5. Staff Involvement:
Staff involvement entails two components: staff development and staff responsibilities or expectations. Renzulli (1995) states that the selection and training of staff is crucial in developing and implementing programmes to meet the needs of gifted learners. Berger (1991) suggests that staff training should relate to the target group that they are teaching so they can have a firm understanding of the children that they are teaching. One question to address when looking at the area of staff development is how are staff going to increase their knowledge and understandings in this area? Answers may be through taking papers at university, participating in professional development activities. Within the guidelines it should be stated how staff are going to be assisted, positioned, and trained.
6. Communication
Communication between all parties involved is an important aspect of developing, writing, and implementing a policy on gifted learners. Riley (2000, August) suggests that communication should occur regularly between home and school, amongst staff, administration, the Board of Trustees, and the wider community. Within policy, detail should be given into how information will be shared between all that are involved. Examples of how information can be shared is through day to day conversations, newsletters, formal meetings, flyers, and community meetings.
7. Resources
Often the process of implementing a policy such as this one can be very time consuming and expensive. Taylor (1996) points out that it is essential to allocate a budget for the implementation of the programme. Within the guidelines, description should be given into where the money will be allocated for such resources. Ideas of other resources that may be needed are: educational resources for children, e.g. computer software, staff development and resources for teachers to aide in their teaching (Taylor, 1996). Riley (2000, August) points out that the resources that need to be in place to ensure that programmes and the policy operate effectively are financial resources, human resources, (e.g. staff, outside mentors, parent help), physical resources, (the classroom itself is it set up effectively? Is it big enough?) Riley (2000b) encourages staff and policy developers to ask whether or not the resources that are being offered are actually relevant to the teacher and the children. Therefore attention should be given to whether the centre has an allocated budget and how the money will be used.
8. Evaluation
Reid (1996) points out that in evaluating programmes and the policy in general staff, parents, and others involved in its implementation need to ask questions such as: Who should be invovled in the evaluation process? Has the programme been worthwhile? Have the children's performances improved? What can these children do differently after being involved in these programmes? Has the programme maximised the children's learning? Has the policy enhanced individual development? What could be done differently? Do we have adequate resources to effectively implement this policy? Does the policy clearly outline exactly what group of learners we are serving? Are we meeting the requirements of the policy? (Reid, 1996). The process of evaluation is not a quick and easy one. It takes a long time and those involved have to be prepared to look at the "bigger picture". What factors are effecting the programme, e.g. environmental, financial? How can these best be improved?
Let's go out and change the world!
In summarising this article, it may seem a bit unrealistic that by creating a policy in your centre there is possibility in changing the whole world. You are possibly quite right. However it is a challenge for early childhood educators to take a step and advocate the need for gifted policies and the need for the identification of gifted learners, as well as the need to provide experiences and programmes for these children within our centres. If each of us begins to advocate the need for change, if each of us prompts the development of a policy, if each of us stands up for the rights of the gifted learner, then we are well on the way to success.
SO LET'S GET TO IT!