From:	Glazebrook, Peter (TS) [Peter.Glazebrook@riotinto.com]
Sent:	Tuesday, 9 January 2001 7:37 PM
To:	'eet.sen@aph.gov.au'
Subject:	Submission: The Education of Gifted and Talented Children : Senat e Committee Enquiry
Dear Sir /Madam

Below is a personal submission for the above Senate Committee Enquiry

Important Considerations to be made should include:

1) Means of Identification of Gifted and Talented Children  - "Extension"
Programmes should come before "Acceleration" Programmes - We need to
understand the difference: 

One concern relates to the premature streaming of talented children into
"acceleration" programmes because of adult perceptions of where talents lie.
Children should have the opportunity first to experience wider horizons
through extension programmes before, for example, being channelled into an
accelerated maths programme.  In several cases, an ability demonstrated in a
particular area may be evident only because a parent may have placed the
child in such an parent-selected experience area at an early age eg. KUMON
Maths.  The child may posses DIVERSE talents and these can be encouraged
through extension programmes rather than premature commitment to a
pre-selected area.  The identification of talents should occur during
extension programmes not before. This should apply regardless of
socio-economic background.

2) Equitable Access to Gifted and Talented Programmes - Government School
Students may be obliged to prematurely commit to "Acceleration" Programmes
as a condition of entry to "good government schools" -  Undiscovered talents
in other areas may consequently be lost:

Most high schools, whether private or government, will offer some form of
extension programmes but the quality and diversity vary immensely.  Private
schools tend to cater better than government schools in this area.  The
problem here lies in the method of entry of talented students into the
government schools with the better extension programmes. 

Gifted government school students can be disadvantaged because of the "live
in the zone" requirements of government schools offering quality extension
programs.   If they gain access, as an out-of-zone applicant, to such
schools it may only be through prior testing for an "acceleration" program
(eg. Balwyn High School, Melbourne).   Hence, they may well be disadvantaged
because they have made an entry commitment to an acceleration programme and
not have the chance to gain broader experience through extension programmes
that may be offered.  Private school students do not have to commit to an
acceleration programme as a condition of entry and are able to choose from a
broad range of programmes even if they have gained access on the basis of an
academic scholarship.  Hence, the development of the talents of private
school students may occur more effectively for themselves and the community.
The "pre-commitment-to-acceleration"  requirement for government school
students needs to be removed. 

Dr Peter Glazebrook 
16A Prospect Road
Rosanna, 
Melbourne. 3084 
ph 61 3 9242 3142 (BH)
ph 61 3 9458 4735 (AH)
peter.glazebrook@riotinto.com