Will, Emma (SEN)
From:	anne flood [anneflo@tpgi.com.au]
Sent:	Sunday, 4 March 2001 11:10 PM
To:	eet.sen@aph.gov.au
Subject:	Senate Committee Inquiry Submission
Name: DR Anne Lorraine Flood Phone: 0269213029

Postal Address: 28 Fox St, Wagga Wagga, 2650 Postcode: 2650

Questionnaire Options Answer

1.	Does your gifted child have access to an appropriate education? Y/N [N ]
2.	Do you feel that regular teachers at your school have the training that is needed to Y/N [N ]

teach gifted children? 

3.	Part of the Governments Strategy for the education of gifted & talented students is that: Y/N [N ]
After 1995 all schools, where feasible, should seek to employ at least one teacher who 

has training in the education of gifted & talented students. 

Are any of the teachers at your school trained in the education of gifted & talented students? 

4.	How many teachers in your school appear to understand the academic, social & A/B/C [A ]

emotional needs of the gifted child?

A = No teachers B =Some teachers C=All teachers

5.	How many teachers in your school are approachable with respect to gifted issues? A/B/C [B ]

A = No teachers B =Some teachers C=All teachers

6.	Does your school use a procedure to identify students of high potential? Y/N [Y ]
7.	Is it common for gifted children in your school to receive a curriculum that is Y/N [ N ]

different to the non-gifted students in the classroom? 

8.	Is accelerated progression through grades an option for gifted students at your school? Y/N [Y ]
9.	Which subject(s) are taught using ability grouping? A/B/C/D/E [ D ]

A=None B=Maths C=Reading D=Other E=More than one subject 

10.	Does your school provide mentorships for gifted students? Y/N [ N]
11.	Do you believe that your gifted child's education has been damaging to his/her social Y/N [ N ]

& emotional well-being?

12.	Please indicate which of the following you believe would assist gifted children in your school:

a.	All teacher qualifications include training in the education of gifted & talented students Y/N [ Y]
b.	Implementing a procedure to identify students of high potential Y/N [ Y]
c.	Ability grouping in regular classes Y/N [ Y]
d.	Allowing accelerated progression through the grades Y/N [ Y]
e.	Compacting curriculum within regular classes Y/N [ Y]
f.	Providing mentorships for gifted students Y/N [ Y]
g.	Special classes for gifted children to allow compacting of curriculum Y/N [ Y]

& enrichment opportunities

h.	Extra funding for gifted education Y/N [YY ]

Append any other comments below this line:

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1.	I would like to see a National Policy drawn up by a working party of interested academics, teachers, parents, that:

•	defines giftedness using Gagne / Gardiner
•	uses a threshold for inclusion of up to 20% as advocated by Renzulli, Gagne, Silverman, Flood - equality in domains
•	does not overlook extreme needs of the exceptionally gifted
•	utilises identification checklists in all domains including intellectual
•	suggests a range of provisions and funds them
•	entails preservice and inservice training for teachers
•	provides accountability and timeframes for achievement of the above
•	provides financial assistance to all schools to enable above
•	places a equal focus on gifted compared to other exceptionalities
•	examines disadvantaged groups including:

•	geographical isolation (outside metropolitan areas)
•	low socioeconomic status
•	single parent families
•	ESL
•	ethnicity including Aboriginality
•	girls in Maths/Science
•	boys in English
•	students in non-selective schools/classes
•	gifted students with learning and other disabilities

•	affirms the provisions already being undertaken in schools
•	starts with early intervention with preschool age
•	addresses the Tall Poppy Syndrome