9.1 Gifted children are those with the potential to perform at a level considerably superior to that of their age peers. Giftedness is not a fixed, unvarying concept. It can be found in and all social and ethnic groups and amongst the disabled. In some instances it announces itself through remarkable achievement, while in other cases it remains undetected and unfulfilled.
9.2 Education is generally accepted as having, as one of its major functions, the development of every child's potential to the fullest extent possible. It follows, therefore, that gifted children should have their gifts extended by their schools. The Committee acknowledges that much learning occurs outside formal schooling. In the interests of social justice, however, it considers that schools have a major responsibility to advance the talents of their highly able students in order to counteract the disadvantage experienced by some of these students in their home background, geographic location or health.
9.3 As the December 1987 Green Paper, Higher Education, mentioned, Australia requires a better educated and more highly skilled population to deal more effectively with change. We need a flexible, well-educated and responsive workforce to adjust quickly to external economic shocks which could otherwise impact adversely on our standard of living. The Green Paper also alluded to the significant social and cultural gains which could flow from a better educated community.
9.4 Mindful of these aspirations, the Committee considers that the national interest dictates that our education systems encourage gifted children though not at the expense of other children. By actively encouraging the talents of the most able, Australia will strengthen its most valuable natural resource - its people - and will be in a better position to contribute economically, intellectually and artistically at an international level.
9.5 The Committee refutes the suggestion that talented students will automatically fulfil their potential, unaided. Studies of high achievers nearly always point to the influence of supportive individuals or institutions. Research indicates that there are many gifted children who under-achieve.
9.6 Few would deny the right of children to develop to their full potential. In practice, however, this right is tempered by a consideration as to whether, by advancing the chances of some, we are adversely affecting the chances of others. Many are fearful that by furthering the talents of the most able, we are neglecting our egalitarian ideals and are guilty of elitism. The Committee is convinced this is not the case.
9.7 The Committee considered in some depth the possible problems associated with giftedness from the point of view of the gifted themselves, their families and teachers. It concluded that if sufficient and appropriate stimulation is not received by the gifted child from an early age, a pattern of under-achievement and possibly associated behavioural problems may be established and may be difficult, if not impossible, to reverse.
9.8 To counteract this eventuality, the committee feels appropriate provision, including counselling if necessary, for the gifted must be made even at the pre-school level and that it must continue throughout schooling. Appropriate assistance be afforded to parents, who may he bemused or even angry at having a child who is 'different'. Teachers too must be alerted to the behavioural and other indicators which may denote an unusual ability in a child, and be encouraged to take the steps necessary to ensure that that ability is not stultified or belittled.
9.9 The Committee noted with concern the comparisons drawn between the situation of the talented sportsperson and that of children with other talents. It finds the situation quite anomalous that gifted young athletes, for example, can receive intensive coaching in special institutions and can engage in international competition at public expense while this treatment is generally denied those with academic, artistic or other talents.
9.10 In considering ways to advance the cause of gifted children, the Committee is mindful of the philosophical and educational difficulties this poses. It accepts that it is not currently possible, and probably never will be, to identify the gifted from the rest of the population with absolute accuracy. This is particularly so with gifted children from minority populations. Any special educational provisions which are made need to be flexible enough to allow for movement of children in and out. The Committee is also mindful of the difficulties of showing that special educational provisions are effective in the longer term and result in tangible achievement.
9.11 In the course of the inquiry, the Committee visited a number of schools which make special differentiated provision for the gifted. It learnt of other schools whose provisions for the gifted encompass the spectrum of organisational formats, from individual programming in a normal class through withdrawal groups to full-time selective classes. It learnt too of the many and varied extra-curricular provisions for the talented provided by individuals, groups and associations at local, State and national levels. The Committee commends and encourages their aims and initiatives and their dedication to promoting a greater awareness of gifted children and their educational and other needs. Nevertheless, the Committee is concerned that some of the support for gifted children voiced by education authorities is not translated into programs or practices which are of specific benefit to gifted and talented children.
9.12 From the visits it made and from the evidence it received, the Committee concluded that one of the most striking features of gifted children is their diversity. No one form of educational provision will suit them all. Not only may they require different organisational settings, with some responding best to solitary work and others to the stimulation of like-ability peers, but also their varied learning styles need to be sufficiently taken into consideration. Curricula need to be sufficiently flexible to allow for individual differences. Some will respond to being accelerated through schooling while others will appreciate an extended or enriched curriculum. It is of little benefit to the gifted to gather them together in a special group if the teaching style and curriculum do not vary from the standard fare.
9.13 From 1981 to 1985 the Commonwealth Government encouraged innovative programming in the field of gifted education through the means of modest grants awarded under the Commonwealth Schools Commission's Projects of National Significance. The Advisory Group on Gifted and Talented Children to the CSC pressed the educational claims of gifted children in the Federal arena and provided a national forum for an interchange of information and ideas. Currently, however, no Commonwealth programs targeted specifically to the gifted exist.
9.14 The Committee considers that this situation is undesirable and that the gifted, a vital national resource, need more support at a national level, to overcome the disparities in the standard of provision from locality to locality. Many of the gifted will not achieve to their full potential, unless special educational provision is made for them. Both they and the nation will benefit from the recognition and development of their talents.
9.15 The Committee considers that changes are necessary to improve the educational chances of the nation's gifted students. It has, however, refrained from making recommendations which could not realistically be implemented by the Commonwealth Government. Specifically, the Committee believes that the following recommendation, all within the Commonwealth's area of involvement, will assist our gifted children.
Recommendation 1: The Committee recommends that the Commonwealth Government make a clear statement that special educational strategies should be provided for gifted children throughout Australia. (Paragraph 7.17)
Recommendation 2: The Committee recommends to teacher training institutions that pre-service training courses include sufficient information about gifted children to make student teachers aware of the needs of these children and the special identification techniques and teaching strategies which the student teachers will have to use with the gifted on graduation. (Paragraph 7.27)
Recommendation 3: The Committee recommends to the Commonwealth Government that professional development of all teachers in the areas of education currently accorded special assistance, namely, the education of girls, Aborigines and disadvantaged children, include the identification and education of gifted children from these populations. (Paragraph 7.36)
Recommendation 4: The committee recommends that the professional development of teachers in the education of gifted children be supported by the Commonwealth Government. (Paragraph 7.36)
Recommendation 5: The Committee recommends that appropriate videotapes and associated materials for isolated gifted children be funded by the Commonwealth Government and developed in conjunction with subject specialists and experts in gifted education. (Paragraph 6.55)
Recommendation 6: The Committee recommends that a national centre for research into the education of gifted children be established in an Australian tertiary institution and that this centre be financially supported during its establishment phase by the Commonwealth Government. (Paragraph 7.50)
Recommendation 7: The Committee makes no recommendation about the location of the proposed national research centre, but recommends that the Commonwealth Government consider expressions of interest from tertiary institutions. (Paragraph 7.51)
Recommendation 8: The Committee recommends that priority be given to expanding the information on the education of gifted children within the Australian Curriculum Information Network and that this information be made accessible to educational institutions and those sections of the community with an interest in this area of education. (Paragraph 7.56)
Recommendation 9: The Committee recommends that the Government expand its financial support for the various vacation schools, seminars and workshops designed to enhance the skills of gifted and talented children. (Paragraph 4.64)
