Title

The identification of gifted children in Australia: The importance of policy

Document Type

Journal Article

Publisher

University of New England

School

School of Education

RAS ID

25928

Comments

Originally published as:

Slater, E. (2018). The identification of gifted children in Australia: The importance of policy. TalentEd, 30(1), 1–16.

Original article available here.

Abstract

Historically, Australia has lacked a consistent approach to identifying gifted children, not just between States and Territories, but between the districts within them and from one school to the next. A consistent approach requires a common definition of giftedness and well defined identification policies and procedures. This article summarises the policies espoused and practices recommended by the public education authorities (Departments of Education) in the identification of gifted children in the six States and two mainland Territories that comprise Australia. The analysis included the review of publically available policies and guidelines accessible through government departmental web-sites and correspondence with State and regional curriculum or gifted education coordinators, where they existed, to ensure accuracy of representation. Recommendations include being more prescriptive in the instruments, methods and procedures which are mandated for use and including the procedures by which schools, principals and teachers will be held accountable for implementing gifted policies as a part of the policies themselves

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