Gifted and talented students and the curriculum in australia
Giftedness is different from talent. Giftedness is related
to ability and potential for achievement, talent is linked to performance and
actual achievement.
Gifted students are classified as being in the top 10% range of all students with a particular ability. (Gagné, 2004, 2008) Most gifted students will be gifted across more than one domain.
While Gagné's (2003, 2008) definitions of giftedness is the model which most Australian states use to identify and support students, and as such will be the major reference for this page, it is important to note other key theorists' models of giftedness, such as Gardner's Multiple Intelligences, Renzulli's Tri-factor Model and the Columbus Group's Asynchronous Model. Across all models, however, it is recognised that giftedness is based on natural ability, and therefore is a measure of potential, rather than achievement. This means that the gifted student may or may not transform their potential into performance/achievement (talent), depending on the intrapersonal and environmental catalysts they experience in the developmental process.
Models/definitions of giftedness (Farmer, 2007):
“Most gifted students love learning. They get enormous pleasure out of gaining more and more knowledge and acquiring higher and higher levels of skill... Students are more likely to retain a love of learning if they are allowed to learn.” (DEEWR Module 3, p.13-4)
AIM of the educator: translating HIGH ABILITY into HIGH ACHIEVEMENT.
Gifted students are classified as being in the top 10% range of all students with a particular ability. (Gagné, 2004, 2008) Most gifted students will be gifted across more than one domain.
While Gagné's (2003, 2008) definitions of giftedness is the model which most Australian states use to identify and support students, and as such will be the major reference for this page, it is important to note other key theorists' models of giftedness, such as Gardner's Multiple Intelligences, Renzulli's Tri-factor Model and the Columbus Group's Asynchronous Model. Across all models, however, it is recognised that giftedness is based on natural ability, and therefore is a measure of potential, rather than achievement. This means that the gifted student may or may not transform their potential into performance/achievement (talent), depending on the intrapersonal and environmental catalysts they experience in the developmental process.
Models/definitions of giftedness (Farmer, 2007):
- Gagné's Differentiated Model of Giftedness and Talent
- the Columbus Group's Asynchronous Model of Giftedness
- Howard Gardner's Multiple Intelligences
- Renzulli's Tri-factor Model of Giftedness
“Most gifted students love learning. They get enormous pleasure out of gaining more and more knowledge and acquiring higher and higher levels of skill... Students are more likely to retain a love of learning if they are allowed to learn.” (DEEWR Module 3, p.13-4)
AIM of the educator: translating HIGH ABILITY into HIGH ACHIEVEMENT.
characteristics and identification
Children can be gifted in several areas, not all of which can be identified in a school environment or through the learning activities in the classroom. Hence identifying and supporting gifted students is a shared responsibility between teachers, parents, counselors and trained professionals, and identifying giftedness is an ongoing process, requiring periodic assessment throughout a student’s educational career.
In determining the support a student needs, we need to know:
Important: giftedness refers to outstanding POTENTIAL rather than outstanding PERFORMANCE
This must be taken into account when looking for characteristics which are indicators of giftedness.
The domains of natural ability have been categorised as mental - Gifted Intellectually (GI), Gifted Creatively (GC), Socially Gifted (GS) and Gifted Perceptually (GP) - or physical ability - Muscular (GM) and Motor Control (GR). (Gagné, 2003; 2008).
Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0, 2008) portrays the developmental processes involved in the realisation of potential into performance, and the subsequent self-actualisation of the gifted student.
Within the classroom environment (usually demonstrating intellectual or social/perceptive abilities), a gifted student may display some or all of these characteristics:
Cognitive characteristics of gifted students (Merrick & Targett, p. 4-5)
Affective characteristics (Merrick et. al., p. 7. Please refer to the module document for detailed explanations, examples and resources for identification measures.)
Some gifted students can exhibit perfectionist tendencies
_________________________________________
In determining the support a student needs, we need to know:
- Whether or not a student is gifted and/or talented.
- What domain(s) the gifts or talents are sited.[1]
Important: giftedness refers to outstanding POTENTIAL rather than outstanding PERFORMANCE
This must be taken into account when looking for characteristics which are indicators of giftedness.
The domains of natural ability have been categorised as mental - Gifted Intellectually (GI), Gifted Creatively (GC), Socially Gifted (GS) and Gifted Perceptually (GP) - or physical ability - Muscular (GM) and Motor Control (GR). (Gagné, 2003; 2008).
Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0, 2008) portrays the developmental processes involved in the realisation of potential into performance, and the subsequent self-actualisation of the gifted student.
Within the classroom environment (usually demonstrating intellectual or social/perceptive abilities), a gifted student may display some or all of these characteristics:
Cognitive characteristics of gifted students (Merrick & Targett, p. 4-5)
- The ability to ask reflective and probing, sometimes provocative, questions.
- The capacity to see and create patterns and relationships in their field of special ability.
- Can become deeply absorbed in work that they find interesting.
- Unusually fast rate of learning, particularly when the material is interesting, swift paced and challenging.
- Reasons at a level more usually found in a student some years older.
- Extremely well developed memory.
- Dislike of slow-paced work.
- Many gifted students have a preference for independent work.
- It is unusual for a gifted student to have only one area of high ability.
Affective characteristics (Merrick et. al., p. 7. Please refer to the module document for detailed explanations, examples and resources for identification measures.)
- For some gifted students the need to develop their gifts and talents and feel pride in academic achievements may be at variance with the need to be accepted by classmates. (Tendency to ‘camouflage’ talents to appear ‘equal’ with peers)
- Emotional intensity. They seem to have a heightened capacity to respond to intellectual or emotional stimuli… It is important for teachers to understand that the emotional ‘overreaction’ does not necessarily indicate immaturity.
- Some gifted students have an unusual ability to empathise with the feelings of other students or adults.
- Some gifted students have an unusually well developed sense of justice and fairness.
- Many gifted students have an unusually mature sense of humour… For teachers, the use of humour can sometimes be an effective way of identifying gifted students.
- Gifted students often prefer the companionship of older students.
- Gifted students may develop a strong attachment to one or two close friends rather than more casual relationships with a larger group.
- Students with multiple talents may have difficulty deciding on a career.
Some gifted students can exhibit perfectionist tendencies
_________________________________________
Identification methods
Effective identification of gifted children requires evidence from qualitative and quantitative categories.
Identification will provide:
Objective identification measures:
Dynamic testing is used to identify gifted underachievers from culturally/socio-economically diverse groups (effective for all groups).
“Dynamic testing usually follows a pre-test-intervention-post test format where the intervention is designed to address factors that contribute to underachievement, for whatever is causing the underachievement in class will also be influencing any identification process. Students who perform well below their potential (ie underachieve) in the pre-test may improve considerably in the post test if the intervention has been effective. Those who achieve to their potential at pre-test can improve only slightly.” (Merrick et. al., p. 27)
Effective identification of gifted children requires evidence from qualitative and quantitative categories.
- Qualitative/Subjective: judgements made on the basis of structured observations of the student. These include teacher, parent, peer and self nomination, along with anecdotal records contributed by previous teachers and the child’s family.
- Quantitative/Objective: standardised tests of ability or achievement. These include IQ tests and other forms of psychometric testing, standardised performance tests, dynamic testing and off-level testing.
Identification will provide:
- Evidence of both students’ ability (potential) and their current level of performance.
- Pointers to underachievement, including information about the environmental and personalogical catalysts, which may be influencing students’ current performance.
- Information that initiates appropriate curriculum and programs.
Objective identification measures:
- Psychosometric Assessment (IQ Testing)
- Aptitude testing
- Standardised achievement tests
- Teacher-made tests and assessments
- Off-level testing
Dynamic testing is used to identify gifted underachievers from culturally/socio-economically diverse groups (effective for all groups).
“Dynamic testing usually follows a pre-test-intervention-post test format where the intervention is designed to address factors that contribute to underachievement, for whatever is causing the underachievement in class will also be influencing any identification process. Students who perform well below their potential (ie underachieve) in the pre-test may improve considerably in the post test if the intervention has been effective. Those who achieve to their potential at pre-test can improve only slightly.” (Merrick et. al., p. 27)
implications for classroom teachers
AIM of the educator: translating HIGH ABILITY into HIGH ACHIEVEMENT.
Implications for
classroom teachers
Classroom teachers are responsible for supporting gifted students by providing meaningful learning experiences which engages them and extends their thinking. Often gifted students can disengage from the curriculum because of disinterest, a lack of challenge, and/or underachieving to 'fit in' and gain peer acceptance.
Teachers also have a vital role in identifying those students who's character traits could indicate giftedness, by observing learning and social-emotional characteristics and using behavioural checklists (structured observation of both positive and negative behaviours)
(Each state may have a preferred version of teacher nomination form/checklist. At least 1/3 of behaviours should be present to suggest giftedness.)
Classroom teachers are responsible for supporting gifted students by providing meaningful learning experiences which engages them and extends their thinking. Often gifted students can disengage from the curriculum because of disinterest, a lack of challenge, and/or underachieving to 'fit in' and gain peer acceptance.
Teachers also have a vital role in identifying those students who's character traits could indicate giftedness, by observing learning and social-emotional characteristics and using behavioural checklists (structured observation of both positive and negative behaviours)
(Each state may have a preferred version of teacher nomination form/checklist. At least 1/3 of behaviours should be present to suggest giftedness.)
teaching, learning and behavioural strategies to support gifted students in the classroom
State and federal government policy are dedicated to addressing the needs of gifted students in the classroom and in the community.
The school and the classroom teacher need to support their gifted students in developing gift into talent by:
Helping students develop perseverance and time management
“Gagné emphasises that perseverance - learning to stick with a task until one has mastered it - is essential if high abilities are to be translated into high achievement. But perseverance may have to be learned. When students are presented only with work which they can do effortlessly, they may never develop skills of time management, persistence or striving for success.” (Merrick et. al., p. 27)
[1] See Davis and Rimm’s model (2004), illustrating the way Blooms taxonomy should be used for core students vs. gifted students. (MacLeod, 2004, p. 31)
The school and the classroom teacher need to support their gifted students in developing gift into talent by:
- Identifying giftedness (particularly those who are underachievers and/or in cultural minority groups). In partnership with psychologist, parents and other teachers/staff.
- Modifying and differentiating curriculum, providing a majority of tasks which demand higher-order thinking[1]
- Considering approaches such as acceleration and independent research projects.
- Working with the gifted student’s family in providing support and opportunities for extended learning, including extra-curricular programs run by universities and other organisations.
- Helping the student understand and manage their learning abilities in developing self-regulated learning skills. Assisting the student in the possible social/emotional implications of their giftedness (underachieving due to peer pressure, isolation, finding it difficult to relate to/be understood by students of their own age), particularly in secondary school.
- Working with other subject teachers to gauge areas and level of giftedness, working collaboratively in developing Independent Learning Plans and/or modifying/differentiating tasks.
- Understanding that acceleration is more often than not beneficial to gifted students, who are able to relate intellectually and socio-emotionally with their ‘academic’ peers.
Helping students develop perseverance and time management
“Gagné emphasises that perseverance - learning to stick with a task until one has mastered it - is essential if high abilities are to be translated into high achievement. But perseverance may have to be learned. When students are presented only with work which they can do effortlessly, they may never develop skills of time management, persistence or striving for success.” (Merrick et. al., p. 27)
[1] See Davis and Rimm’s model (2004), illustrating the way Blooms taxonomy should be used for core students vs. gifted students. (MacLeod, 2004, p. 31)
school and community support
Many schools have specialised programs for gifted and talented students, in the form of enrichment courses or complete curriculum programs. There are many extracurricular programs run independently and/or in partnership with schools, which give students opportunities to be exposed to more extensive curriculum with greater technical, material and intellectual resources. There are also state-supported programs for gifted students, which provide courses for students and information, resources and in-services for parents and teachers.
A few are listed in the resources at the bottom of this page.
A few are listed in the resources at the bottom of this page.
government policies and legislation
“Each Australian state or territory has a published policy on the education of gifted and talented students. In every case, these policies are congruent with the Gagné model - indeed some states, such as New South Wales and Western Australia have formally adopted the Gagné model.” (Gross, 2004, p. 7)
In Australia, there have been 2 major inquiries (1988 and 2001) into the education of gifted and talented children.
1988: Senate Select Committee on the Education of Gifted and Talented Children[1]
2001: second Senate investigation § The Education of Gifted and Talented Children: “The current inquiry was prompted by continuing concerns about whether the education system adequately acknowledges and responds to the special needs of intellectually gifted children”[2]
www.aph.gov.au/senate/committee
Some examples of State policies
NSW: Gifted and Talented Policy
https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
“The NSW Government aims to identify gifted and talented students and to maximise their learning outcomes in all public schools. School communities have a responsibility to develop effective and equitable identification procedures and developmentally appropriate programs.”
Applicable to all staff employed in State Office, regions, NSW public schools, their school communities and all students who attend public schools.
QLD (Education Queensland): Framework for Gifted Education
“All Queensland state schools are committed to meeting the learning needs of students who are gifted.
Each region receives funding to support gifted education and develop strategies that best meet the needs of students and teachers in their local area.
[1] Senate Select Committee on the Education of Gifted and Talented Children (1988). The education of gifted and talented children. Canberra: Australian Government Publishing Service.
[2] Senate Employment, Workplace Relations, Small Business and Education References Committee (2001). The education of gifted children. Canberra: Commonwealth of Australia.
In Australia, there have been 2 major inquiries (1988 and 2001) into the education of gifted and talented children.
1988: Senate Select Committee on the Education of Gifted and Talented Children[1]
2001: second Senate investigation § The Education of Gifted and Talented Children: “The current inquiry was prompted by continuing concerns about whether the education system adequately acknowledges and responds to the special needs of intellectually gifted children”[2]
www.aph.gov.au/senate/committee
Some examples of State policies
NSW: Gifted and Talented Policy
https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
“The NSW Government aims to identify gifted and talented students and to maximise their learning outcomes in all public schools. School communities have a responsibility to develop effective and equitable identification procedures and developmentally appropriate programs.”
Applicable to all staff employed in State Office, regions, NSW public schools, their school communities and all students who attend public schools.
QLD (Education Queensland): Framework for Gifted Education
“All Queensland state schools are committed to meeting the learning needs of students who are gifted.
Each region receives funding to support gifted education and develop strategies that best meet the needs of students and teachers in their local area.
[1] Senate Select Committee on the Education of Gifted and Talented Children (1988). The education of gifted and talented children. Canberra: Australian Government Publishing Service.
[2] Senate Employment, Workplace Relations, Small Business and Education References Committee (2001). The education of gifted children. Canberra: Commonwealth of Australia.
further information and support resources
Articles and recommended reading on gifted children
http://www.stephanietolan.com/nonfiction.htm
http://www.teachers.ash.org.au/sueurban/ICTGT.htm
Comparison – Giftedness vs. bright/high achiever: http://www.tag-tenn.org/comparison.html
Gifted Education Research, Resource and Information Centre (GERRIC), The University of New South Wales
Offers inservices and courses for teachers and parents on gifted education and identifying and addressing the needs of gifted students. Offers courses for gifted students.
For teachers and schools:
DEST (Dept. of Education, Science and Training) & GERRIC (2004). Professional Development Package for Teachers: Gifted Education Professional Development Package [http://foi.deewr.gov.au/collections/gifted-education-professional-development-package]
Module One: Understanding Giftedness (Gross, M. U.M.)
Module Two: The Identification of Gifted Students (Merrick, C. & Targett, R.)
Module Three: Social and Emotional Development of Gifted Students (Gross, M. U.M.)
Module Four: Understanding Underachievement in Gifted Students (Chaffey, G.)
Module Five: Curriculum Differentiation for Gifted Students (MacLeod, B.)
Module Six: Developing Programs and Provisions for Gifted Students (Bailey, S.)
Identification Checklist: Characteristics of giftedness for parent nomination (teacher can ask the parent to complete checklist about their child for subjective/qualitative assessment) http://www.gifteddevelopment.com/What_is_Gifted/characgt.htm
Other identification checklists can be found in DEEWR’s Module Two.
Professional Support and Curriculum. NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/gats/index.cfm?u=3&i=34
The Learning Place: EQ Gifted and Talented Education
http://www.thelearningplace.com.au/default_suborg.asp?orgid=23&suborgid=158
Key policies and support documents
Senate Inquiry: The Education of Gifted and Talented Children
http://www.aph.gov.au/Parliamentary_Business/Committees/Senate_Committees?url=eet_ctte/completed_inquiries/1999-02/gifted/report/contents.htm
Senate Employment, Workplace Relations, Small Business and Education References Committee (2001). The education of gifted children. Canberra: Commonwealth of Australia.
Senate Select Committee on the Education of Gifted and Talented Children (1988). The education of gifted and talented children. Canberra: Australian Government Publishing Service.
NEW SOUTH WALES
The policy can be accessed at the Department’s web site: https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
The companion document to the policy and associated support packages are available online at: http://www.curriculumsupport.nsw.edu.au/gats/
QUEENSLAND
Education Queensland’s “Framework for Gifted Education” can be accessed on: http://www.learningplace.com.au/uploads/documents/store/doc_158_1129_gt-:framework.pdf
TASMANIA
The policy can be accessed on: http://www.education.tas.gov.au/ocll/elsupport/giftededucation/policyguide.htm
WESTERN AUSTRALIA
The policy can be accessed on: http://www.eddept.wa.edu.au/gifttal/policy.htm
and the guidelines on http://www.eddept.wa.edu.au/regframe/Documents/DO04060063.pdf
AUSTRALIAN CAPITAL TERRITORY
The ACT’s policy can be found on the following websites: http://www.det.act.gov.au/policies/pdf/g&t.pdf
http://www.det.act.gov.au/policies/pdf/g&tguide.pdf
SOUTH AUSTRALIA
Following is the URL link for our policy: http://www.decs.sa.gov.au/docs/files/communities/docman/1/GiftChildrenStudentsPolicy.pdf
and also for the policy support material: http://www.sacsa.sa.edu.au - [select Equity/Cross Curriculum Perspectives tab select SHIP tab]
VICTORIA
Victoria’s Gifted website address is: http://www.sofweb.vic.edu.au/gifted
http://www.stephanietolan.com/nonfiction.htm
http://www.teachers.ash.org.au/sueurban/ICTGT.htm
Comparison – Giftedness vs. bright/high achiever: http://www.tag-tenn.org/comparison.html
Gifted Education Research, Resource and Information Centre (GERRIC), The University of New South Wales
Offers inservices and courses for teachers and parents on gifted education and identifying and addressing the needs of gifted students. Offers courses for gifted students.
For teachers and schools:
DEST (Dept. of Education, Science and Training) & GERRIC (2004). Professional Development Package for Teachers: Gifted Education Professional Development Package [http://foi.deewr.gov.au/collections/gifted-education-professional-development-package]
Module One: Understanding Giftedness (Gross, M. U.M.)
Module Two: The Identification of Gifted Students (Merrick, C. & Targett, R.)
Module Three: Social and Emotional Development of Gifted Students (Gross, M. U.M.)
Module Four: Understanding Underachievement in Gifted Students (Chaffey, G.)
Module Five: Curriculum Differentiation for Gifted Students (MacLeod, B.)
Module Six: Developing Programs and Provisions for Gifted Students (Bailey, S.)
Identification Checklist: Characteristics of giftedness for parent nomination (teacher can ask the parent to complete checklist about their child for subjective/qualitative assessment) http://www.gifteddevelopment.com/What_is_Gifted/characgt.htm
Other identification checklists can be found in DEEWR’s Module Two.
Professional Support and Curriculum. NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/gats/index.cfm?u=3&i=34
The Learning Place: EQ Gifted and Talented Education
http://www.thelearningplace.com.au/default_suborg.asp?orgid=23&suborgid=158
Key policies and support documents
Senate Inquiry: The Education of Gifted and Talented Children
http://www.aph.gov.au/Parliamentary_Business/Committees/Senate_Committees?url=eet_ctte/completed_inquiries/1999-02/gifted/report/contents.htm
Senate Employment, Workplace Relations, Small Business and Education References Committee (2001). The education of gifted children. Canberra: Commonwealth of Australia.
Senate Select Committee on the Education of Gifted and Talented Children (1988). The education of gifted and talented children. Canberra: Australian Government Publishing Service.
NEW SOUTH WALES
The policy can be accessed at the Department’s web site: https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml
The companion document to the policy and associated support packages are available online at: http://www.curriculumsupport.nsw.edu.au/gats/
QUEENSLAND
Education Queensland’s “Framework for Gifted Education” can be accessed on: http://www.learningplace.com.au/uploads/documents/store/doc_158_1129_gt-:framework.pdf
TASMANIA
The policy can be accessed on: http://www.education.tas.gov.au/ocll/elsupport/giftededucation/policyguide.htm
WESTERN AUSTRALIA
The policy can be accessed on: http://www.eddept.wa.edu.au/gifttal/policy.htm
and the guidelines on http://www.eddept.wa.edu.au/regframe/Documents/DO04060063.pdf
AUSTRALIAN CAPITAL TERRITORY
The ACT’s policy can be found on the following websites: http://www.det.act.gov.au/policies/pdf/g&t.pdf
http://www.det.act.gov.au/policies/pdf/g&tguide.pdf
SOUTH AUSTRALIA
Following is the URL link for our policy: http://www.decs.sa.gov.au/docs/files/communities/docman/1/GiftChildrenStudentsPolicy.pdf
and also for the policy support material: http://www.sacsa.sa.edu.au - [select Equity/Cross Curriculum Perspectives tab select SHIP tab]
VICTORIA
Victoria’s Gifted website address is: http://www.sofweb.vic.edu.au/gifted
References
Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15, pp. 119–147.
Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0; 2008 update).
Gross, M. U. M. (2004). Module One: Understanding Giftedness. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted Education
Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au/collections
/gifted-education-professional-development-package.
Gross, M. U. M. (2004). Module Three: Social and Emotional Development of Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for
Teachers: Gifted Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from
http://foi.deewr.gov.au/collections/gifted-education-professional-development-package.
Farmer, D. (2007). What is a gifted child? Retrieved November, 2012, from http://nswagtc.org.au/information/general-reference/112-what-is-a-gifted-child.html
Larkins, G. (2012). Risk Factors for Students Accessing the Curriculum. EDFD547: Diversity in the Classroom. Melbourne: Australian Catholic University.
Merrick, C., & Targett, R. (2004). Module Two: The Identification of Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted
Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au
/collections/gifted-education-professional-development-package.
MacLeod, B. (2004). Module Five: Curriculum Differentiation for Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted
Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au
/collections/gifted-education-professional-development-package.
Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0; 2008 update).
Gross, M. U. M. (2004). Module One: Understanding Giftedness. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted Education
Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au/collections
/gifted-education-professional-development-package.
Gross, M. U. M. (2004). Module Three: Social and Emotional Development of Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for
Teachers: Gifted Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from
http://foi.deewr.gov.au/collections/gifted-education-professional-development-package.
Farmer, D. (2007). What is a gifted child? Retrieved November, 2012, from http://nswagtc.org.au/information/general-reference/112-what-is-a-gifted-child.html
Larkins, G. (2012). Risk Factors for Students Accessing the Curriculum. EDFD547: Diversity in the Classroom. Melbourne: Australian Catholic University.
Merrick, C., & Targett, R. (2004). Module Two: The Identification of Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted
Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au
/collections/gifted-education-professional-development-package.
MacLeod, B. (2004). Module Five: Curriculum Differentiation for Gifted Students. In DEST & GERRIC (Eds.), Professional Development Package for Teachers: Gifted
Education Professional Development Package. Sydney: DEST (Dept. of Education, Science and Training) & GERRIC. Retrieved from http://foi.deewr.gov.au
/collections/gifted-education-professional-development-package.