Assessment Event 3 –EssayTitle: Gifted Education in Early Childhood and Primary school settingsWeighting: 35%Length: 2500 wordsDue: Week 12Learning outcomes: 1, 2, 3 and 4For this assessment, you will...

Assessment Event 3 –












PowerPoint Presentation www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au ECCWC301A – Gifted Education Week 2 Lecture: Disadvantage • Disadvantage and its impact on learning and identification • Strategies and programs to counter disadvantage • Family needs in different circumstances • Accommodating cultural diversity • Supporting gender equity 1 ECCWC301A Gifted Education Disadvantage www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au In what ways might students be disadvantaged? 2 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Students who are disadvantaged may be from backgrounds that are : • Culturally and Linguistically diverse • Low socio economic • Rural and remote areas • Aboriginal and Torres strait islands • They may be disadvantaged due to their gender • Or have a disability (which we will discuss next week) 3 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au What does the legislation say? The 1990 Education Reform Act in NSW and the Carrick review (1990) saw the NSW government release its strategy for the education of Gifted and Talented students in 1991. It outlined that the “aim of education is to assist in the development of each child’s potential” and the “provision for helping children of exceptional ability is not a luxury but a necessity” (NSW Ministry of Education, 1991, p.2) All states / territories in Australia have policies on the education of gifted students, but as discussed previously, these rarely match with appropriate funding for in- service workshops for teachers or resources to maintain special programs for gifted children. 4 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Diversity - High Potential and Gifted Education Policy 5 https://youtu.be/E04egFtaEGQ ECCWC301A Gifted Education Disadvantage Impact on learning https://www.youtube.com/watch?v=E04egFtaEGQ https://youtu.be/E04egFtaEGQ https://www.youtube.com/watch?v=E04egFtaEGQ www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au • At the national level there is still no policy for the education of gifted students (ACARA has brought out one in line with National Curriculum). • This disconnect may be enhanced by the fact that some aspects of education are managed by states and some federally managed. • Long day care centres and independent schools are federally funded • Pre schools and public schools are funded by the state 6 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au What about our disadvantaged and minority groups? The Education ACT, 1990 does say that there should be consideration for the following: • Educational disadvantages arising from the child's gender or from geographic, economic, social, cultural, lingual or other causes • Provision of an education for Aboriginal children that has regard to their special needs • Provision of an education for children from non-English speaking backgrounds that has regard to their special needs • Provision of opportunities to children with special abilities 7 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au The impact of disadvantage • Gifted students from disadvantaged groups are more likely to underachieve when compared to similar ability peers (Olszewski-Kubilius et al. 2004). • This difference in high-level achievement outcomes often starts early and can widen as a student progresses through school (Morgan et al. 2016; Steenbergen- Hu & Olszewski-Kubilius 2017). • Differences in outcomes for gifted students from diverse backgrounds can be due to many causes, including under- or non-identification of ability, low expectations, socioeconomic disadvantage, or barriers to accessing programs (Dixson, Robertson & Worrell 2017; Kettler & Hurst 2017) CESE, 2019 8 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Gifted children from backgrounds of disadvantage are particularly at risk of falling significantly short of realising their potential (Merrotsy, 2013) 9 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au What is the relationship between economic poverty and educational poverty? Poverty rates for children (and adults) are strongly related to the education level of the family. 10 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au The disadvantaged or minority groups (Aboriginal; culturally and linguistically diverse and those from rural and remote areas) can be over represented in the education poverty because their needs are not being met. As can be seen in the previous graph, then they have the economic poverty. A close analysis of the Australian situation indicates that the values adopted in most schools reflect and foster those of the majority culture and that, unless children exhibit particular forms of behaviour, they are not considered gifted and talented. It is frequently difficult for teachers to see beyond their own cultural values and to realise that other groups admire different talents and cultivate different values in their children. 11 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Kids who are similar, culturally to us are the easiest to identify and interpret. - Lannie Kanevsky, 2019 12 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au What factors are related to disadvantaged children having success? Disadvantaged minority groups are under represented in gifted programs. Although we have Department of Education policies in our states / territories, there has been a general reluctance by education systems to comprehensively support gifted students through effective identification practices and appropriate programming. As a result, large numbers of gifted students remain unrecognised. For gifted Aboriginal children; migrant; and non-English speaking children, this problem is compounded by their cultural diversity which may not be taken into account in existing identification procedures, particularly when teachers, who are largely responsible for identification, are non-Aboriginal or belong to the dominating culture. 13 ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Culturally and linguistically diverse • Gifted students from non-English speaking backgrounds may experience specific challenges when learning English as an additional language or dialect at school (Blackburn, Cornish & Smith 2016). • Students may experience frustration at feeling ‘slow’ when required to learn in a newly acquired language whilst adapting to a new culture and school system (RanceRoney 2004). • Language barriers may also impede verbal-based identification measures and teacher identification, which can contribute to problems of under-representation in gifted programs (Gonzalez 2002; Elhoweris et al. 2005). • Care needs to be taken with the use of assessments for students who are learning English as their second language, especially those from disadvantaged backgrounds (Lohman, Korb & Lakin 2008). CESE, 2019 14 ECCWC301A Gifted Education Disadvantage Accommodating cultural diversity www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Giftedness is a social construct Gftedness, as a psychological construct, will be whatever a particular social group perceives it to be, and therefore “its conceptualisation can change over time and place” If a culturally based view of giftedness is accepted, it implies that there will never exist a single view of giftedness but rather that there will be many, and these views will change with respect to changes in a social group’s culture. It follows, then, that certain behaviours that a culture deem to be indicators of giftedness will change to reflect the current view. Another factor we must consider is our own deficit view (and our values) of cultural diversity. For years, the dominant culture in Australia has believed that Aboriginal people were innately less intelligent than non-Aboriginal people. In schools today, we still see that the Aboriginal population need our help to succeed. Have a look at our Naplan results across schools. 15 ECCWC301A Gifted Education Disadvantage Accommodating cultural diversity www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au The identification and achievement of gifted Aboriginal children is affected by culture conflict, the lack of knowledge of culturally sensitive identification measures of giftedness, and the anti-intellectual Australian ethos. Cronin and Diezmann, 2002 16 Indigenous Learners ECCWC301A Gifted Education Disadvantage Impact on learning www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Indigenous Learners The recognition of gifted Aboriginal children is also made difficult by traditional views of giftedness. Especially using an (IQ) Intelligence test. Researchers maintain that standardised testing used to determine intelligence are based on mainstream, middle class values ignoring even known minority cultural values. The use of IQ tests to identify gifted students may not adequately take into account cultural diversity nor Aboriginal students nor non-English speaking backgrounds. 17 ECCWC301A Gifted Education Disadvantage Accommodating cultural diversity www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au It is important to investigate viable alternative methods of assessment to the standardised test approach that will more accurately assess the abilities of gifted Aboriginal children and reflect the conception of giftedness held by members of the Aboriginal community. In Australia ,the expectation is giftedness pertains basically to the academic domain viewed within a white, middle class, mono-cultural society, and that gifted children achieve outstanding success in virtually all academic areas and weaknesses in none. It is not usually expected that giftedness will be found on low income areas, among families with non-English speaking backgrounds, in children from different ethnic backgrounds, or among people whose values differ from those of the school. Such stereotypes are deeply ingrained in Australian society and schools tend to reinforce them. CESE, 2019 18 ECCWC301A Gifted Education Disadvantage Accommodating cultural diversity www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Using culture to enhance engagement https://www.youtube.com/watch?v=gP5xgAvvPcQ 19 ECCWC301A Gifted Education Disadvantage Family needs https://www.youtube.com/watch?v=gP5xgAvvPcQ www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au How can we be effective teachers for gifted students? Teachers perceptions of students abilities and their particular effect on cultural diverse students are closely tied to the deficit approach. Aboriginal and Torres Strait Islander peoples can have a different and more complex cultural conception of giftedness. Interpersonal and spatial skills, independence and self-reliance, and cultural knowledge can be highly valued in this context (Vasilevska 2005; Bevan-Brown 2011). The cooperative nature of Aboriginal societies may mean that some students do not wish to ‘show off’ their intelligence or stand out above others (Vialle & Gibson 2007). It is important for teachers and students to use this cultural context as a point of reference in learning (Garvis 2006). CESE, 2019 20 ECCWC301A Gifted Education Disadvantage Strategies www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Aboriginal traditional culture encourage acceptance of Dreamtime laws and customs without question. This learning strategy is directly opposed to a common strategy of the white teacher to employ questioning as a means to assess knowledge and understanding. Teachers must become “students” of Aboriginal cultures and go beyond the initial perceptions to look at Aboriginal cultural influences on learning and teaching in order to understand and uncover potential giftedness in Aboriginal students. Professional development