Title: Current Status of Gifted Education in Early Childhood (Birth-8) in Australia Weighting: 30% Length: 2000 words (1500 critique + 500 annotated bibliography) Due: Week 7 Learning outcomes: 1, 2...

Running Head: GIFTED EDUCATION AND AUSTRALIA     1
GIFTED EDUCATION AND AUSTRALIA        2
STATUS OF GIFTED EDUCATION IN AUSTRALIA
Table of Contents
Introduction    3
The Brief Overview and Current Status    3
Potential Barriers at Social Level    5
Conclusion    6
Annotated Bibliography    8
References    10
Introduction
    The objectives of high quality education at elementary level are achieved when all aspects of society, including the marginalized young learners. In fact, the term educational provisions for gifted students in Australia are relevantly a new term or rather, complete phenomena in it. It is the process that leads to the specific policy structures which are guided by the principles of collaborating with the gifted students and giving them the ideal opportunities to work and progress through liberal educational norms. This is more like bringing forward the gifted children to the mainstream education and helps them achieve what they wish to get in their life. The following is an analysis of the gifted education policies and their current status as well as their future interventions with the help of which, a strong and integrated network of education will be built within Australian regions.
The Brief Overview and Current Status
    At first, it is significant to note here that first important landmark in the history of developing educational framework for gifted children in Australia happened in 1983 when in Melbourne conference, it was identified that the attention of this group was necessary to address. The number of gifted students across nation was increasing and the need of the hour was to provide specific support to the whole of this community. Till then, there were no policies which could be implemented on positive grounds to support the structure of gifted education in Australia. Scholars simply observe a divided state of opinions and policies existing in the era of 1980s and 1970s as well. That was the time when the structural understanding of the gifted education in Australia differed from schools to schools; there were no universal laws till this conference and the status of the gifted education in Australia was like an ad hoc provision, adopted but it was not fully applicable to all educational scenarios.
    However, in spite of the existing discrepancies, the rise of the gifted children’s community in 1980s brought forward this demands where the need was strictly felt to develop a completely different and supporting framework to this category of students. As per the changes of that time, the education based evolutions are based on the Marland Model of gifted education or they are based on the differential model of pursuing the gifted education by judging the giftedness and the talent that the children could have and how it can be nourished by the state government’s policy and interventions as well. It resulted in the development of the policies and frameworks which vary from state to state though, this range in variety is not considerably much i.e. though there are some differences in the policies applied to the gifted education in Australia, still there are more sum of equalities in terms of rules and provisions.
    Additionally, it is also noteworthy here that the common thinking of the Australian community people about any elitist policy like the education for the gifted is influenced by the convict origins. This is due to the fact that in the early colonization phase in Australia, there were two distinctive classes. The first one were the English speaking British rulers while the other one were the convicts who were subjected to be transported from one place to another and were forced to work in fields and farms or even in the industries. This convicting origin is somehow puts doubts and concerns in a completely different stand taken on behalf of the government and this is something that affects the overall course of actions, if applied to the current status of the gifted education in Australia.
    An example of how gifted education functions on policy level can be taken from New South Wales. The NSW Department of Education valued the policy of gifted education and talent which was published in...