Gifted Education Policy in Australia

Abstract

The tempo of activity on behalf of the gifted has risen dramatically in several Australian states since 1978. However, the most exciting, challenging and worthwhile innovations have occurred in Western Australia where recognition has been given to special programmes. But despite the success of these programmes and others, such as the accelerated secondary programme in operation at University High School in Victoria, most educational authorities prefer to adopt an ambivalent attitude which the concepts of egalitarianism and excellence conjure up in this country and on the spectre of elitism which continues to haunt Australian education.

To overcome this ambivalence there needs to be a concerted attempt to change community attitudes to accept excellence in a variety of fields of endeavour, academic, musical, dance, dramatic and sporting. In the context of academic excellence, recognition must be given to the fact that gifted and talented children need content which is more abstract and challenging than what is available in the general curriculum. Programmes provided should be in accord with the most recent research and there needs to be widespread acceptance of the need for a variety of educational methods tailored to suit the talents of the individual.

It is necessary to hold community liaison meetings to bring together parents, teachers, tertiary representatives and guidance officers to exchange ideas on fostering gifts and talents among children. It is also important for teachers to have the ongoing support of trained advisory staff, accessibility to counselling services for their students, and adequate resources to cope with the challenge of varied abilities and temperaments. And possibly most important of all is the need to have adequate teacher training both at the pre-service and in-service levels to equip teachers with the skills to recognize and cater for the various gifts and talents of the children placed in their care.