Gifted & Talented Students: Overview, Educational Needs, Models, and Programs

This presentation provides an overview of gifted and talented students, including their definition, qualities, and educational needs. It discusses Gagne's Differentiated Model of Giftedness and Talent and Renzulli's Three-ring Conception of Giftedness. It also covers various programs and models for the development of gifted and talented students in Western Australia and Australia. The presentation concludes with references for further reading.

Gifted & Talented
Students
Assignment 2 A

Overview of the
Presentation
O Introduction
O Definition of gifted and talented
students
O Qualities of the gifted and talented
O Educational Needs
O Gagne’s Differentiated
O 3 ring Model
O Conclusion
O References

Introduction
O Gifted education (Gifted and Talented Education-
GATE) includes special practices, theories and
procedures used for gifted or talented children
(Cannon, Broyles, Seibel & Anderson, 2009).
O Focus of GATE is to enrich and accelerate education.
O Such programs in Western Australia are aimed at
teaching additional materials and keeping student
progressing through the curriculum at the same
rate.
O The presentation includes description of various
theories that are used for Gifted and Talented
students

Definition of Gifted and
Talented Students
O There are no specific definition for gifted and
talented students, rather there are multiple
indications used by varied groups (Briggs, Reis
& Sullivan, 2008).
O Students who are talented in music, logical
reasoning, mathematics or language is
regarded as gifted or talented.
O There is a globally accepted definition of
giftedness.

O In text Ref- (Department of
Education WA, 2018)

Qualities of the gifted and
talented
O Multiple intelligence idea allows new way to
think regarding students having special gifts
and talents.
O Such students abilities are generally
demonstrated through standardized tests or
through school achievements (Capern &
Hammond, 2014).
O Such students generally learn quickly and
more independently compared to students at
their age. Generally they are very motivated
with challenging task. They have high
standards for achievements.

Educational Needs
O Gifted and Talented students have special
needs. Hence, once identified they need to
receive special education and guidance in
order to accelerate their skills and knowledge
levels.
O The Federal government of Australia and
Department of Education offers special
education in 20 selected public secondary
schools, that includes a full selective academic
school, an arts college, a regional school with
an online program allowing children to study a
specially designed curriculum.

Gagne’s Differentiated Model of
Giftedness and Talent (DMGT)
 INTELLECTUAL
 CREATIVE
 SOCIAL
 PHYSICAL

Gagne’s Differentiated Model of
Giftedness and Talent (DMGT)
O The model makes a clear distinction between
giftedness and talent.
O While giftedness is used as a possession and
use of untrained expressing of natural abilities,
which is referred to as aptitude or gifts (Erwin
& Worrell, 2012).
O Talent is used to indicate a mastery of superior
developed ability.
O A student is regarded as gifted, if placed
amongst 10% of his or her peer group.

Alternate models
of giftedness
ORenzulli 3 ring Model
 Above average Ability
 Task commitment
 Creativity
General
Abilities
Task
Commitment
Creativity

Renzulli’s Three-ring
Conception of Giftedness
O Adopting the model of behaviour will
allow teaching students who are
gifted and talented (Elhoweris,
2008).
O It will also allow guiding students
towards special education and
meeting their educational needs.

John Hopkins Center for
Talented Youth- Grades 2-8
In text Ref- (John Hopkins Center for Talented Youth,
2018)

Education in Western
Australia
O Education for GATE students in Western Australia
has received special attention (Montgomery, 2013).
O There are special selective entrance programs
available that can be selected.
O Such public schools offer assistance to students as
well as schooling so that they can increase their
levels of skills and talents.
O The teachers are specially trained such that they
can cater to the needs of children in Western
Australia and also from surrounding regions
(Rowley, 2012).

Conclusion
O Students with gifts and talents can
be educated in a special way by
catering to their special needs.
O The models discussed here helps
identify such children with special
needs.
O In Australia, there are various
examinations and programs that can
determine students with gifts and
talents.

References for Images
End text reference-
John Hopkins Center for Talented Youth. (2018).
Talent Search [Photograph]. Retrieved
from https://cty.jhu.edu/talent/index.html
Department of Education WA. (2018).
Teaching Career Opportunities
[Photograph]. Retrieved from
www.education.wa.edu.au

References
O Briggs, C. J., Reis, S. M., & Sullivan, E. E. (2008). A national view of
promising programs and practices for culturally, linguistically, and
ethnically diverse gifted and talented students. Gifted Child
Quarterly, 52(2), 131-145. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/0016986208316037
O Cannon, J. G., Broyles, T. W., Seibel, G. A., & Anderson, R. (2009). Summer
Enrichment Programs: Providing Agricultural Literacy and Career
Exploration to Gifted and Talented Students. Journal of Agricultural
Education, 50(2), 27- 38. Retrieved from https://eric.ed.gov/?
id=EJ871927
O Capern, T., & Hammond, L. (2014). Establishing positive relationships with
secondary gifted students and students with emotional/behavioural
disorders: Giving these diverse learners what they need. Australian
Journal of Teacher Education, 39(4), 3. Retrieved from https
://ro.ecu.edu.au/ajte/vol39/iss4/3/
O Elhoweris, H. (2008). Teacher Judgment in Identifying Gifted/Talented
Students. Multicultural Education, 15(3), 35-38. Retrieved from
https://eric.ed.gov/?id=EJ793902

References
O Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and
the underrepresentation of minority students in gifted
and talented education. Journal of Psychoeducational
Assessment, 30(1), 74-87. Retrieved from http://
journals.sagepub.com/doi/abs/10.1177/0734282911 428197
O Montgomery, D. (2013). Gifted and talented children with
special educational needs: Double exceptionality. Routledge.
Retrieved from
https://www.taylorfrancis.com/books/9781135372989
O Rowley, J. L. (2012). Professional development needs of
teachers to identify and cater for gifted students. Australasian
Journal of Gifted Education, 21(2), 75. Retrieved from
https://search.informit.com.au/documentSummary;dn=098
757303683336;res=ielhss

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