For example, Germany and Spain refer to some students as being “gifted”, and in Australia and the United Kingdom they are labelled “gifted and talented”. OECD countries use different terms to describe gifted students. Gifted student’s full potential can be unlocked thanks to adequate opportunities and support in education. It encompasses multiple forms of intelligence such as creativity and empathy. Research now suggests that giftedness goes beyond IQ. Giftedness has traditionally been understood as higher-than-average intelligence as measured by Intellectual Quotient (IQ) tests, often associated with certain subjects such as mathematics or music. Definition of giftedness and policy approaches for gifted education Thus it is important to first define giftedness and then outline gaps and successful practices from around the world to learn from each other and improve practice. But the question then comes: How do you measure these? And how can schools support gifted students? In general, giftedness is not well understood, which means that education systems can be challenged to help gifted students. The term “gifted education” refers to educating students who have higher-than-average intelligence, talent or potential. – Gifted students are not a homogenous group, and identifying them requires training and socio-cultural sensitivityĪll education systems are required to teach a wide-variety of students and help them achieve their potential. – More teacher- and school-capacity building is vital for achieving inclusive gifted education Many countries provide acceleration and enrichment strategies to support inclusion of these students in education – Each country defines giftedness and gifted students differently and responds to their needs in various ways.
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