Will, Emma (SEN)
From:	Steve Honan [ioahonan@yahoo.com]
Sent:	Thursday, 15 March 2001 8:25 PM
To:	eet.sen@aph.gov.au
Cc:	Robyn Yared
Subject:	[oz-gifted] Senate Inquiry -- Questionnaire
> > Once you fill out the questionnaire, you can submit it by email (the
> > inquiry prefers this) to:
> >
> > eet.sen@aph.gov.au
> >
> > Remember that your submission *must* have your name and
> > address; and that all submissions will be posted on the Senate's
> > Web site,  so you should avoid naming persons who may take
> > offence.
> >
> > _____________________________________________
> >
> > Senate Committee of Inquiry into the Education of Gifted and
> > Talented Children:
> > Submission
> >
> > Name:  Steve and Debra Honan
> > Phone:  07 3219 2298
> > Postal Address:  27 Honeysuckle Street Mansfield  Q  4122
> >
> > Questionnaire:
> >
> > 1.  Does your child have access to an appropriate education?
> > Y/N  [ Y  ]
> >
> > 2.  Do you feel that regular teachers at your school have the
> > training that is needed to teach gifted children?
> > Y/N  [ Y ]
> >
> > 3.  Part of the government's strategy for the education of gifted and
> > talented students is that: `After 1995 all schools, where feasible,
> > should
> > seek to emply at least one teacher who has training in the
> > education of
> > gited and talented students.' Are any of the teachers at your school
> > trained in the education of gifed and talented students? Y/N  [ Y  ]
> >
> > 4.  How many teachers at your school appear to understand the
> > academic, social, and emotional needs of the gifted child?
> > A = No teachers   B = Some teachers  C = All teachers
> > [ B ]
> >
> > 5. How many teachers at your school are approachable with
> > respect to gifted issues?
> > A = No teachers   B = Some teachers  C = All teachers
> > [ C ]
> >
> > 6.  Does your school use a proceedure 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 different from the non-gifted students in the
> > classroom?
> > Y/N  [ Y ]
> >
> > 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 = None   B = Mathe   C = Reading   D = Other   E = More than
> > one subject
> > [ E ]
> >
> > 10.  Does your school provide mentorships for gifted studnets?
> > Y/N  [ N ]
> >
> > 11.  Do you believe that your gifted child's education has been
> > damaging to his/her social and emotional well-being?
> > Y/N  [ N ]
> >
> > 12.  Please indicate which of the following you believe would assist
> > gifted children in your school: a)  All teacher qualifications should
> > include training in the education of gifted and talented students Y/N
> >[ Y ]
> >
> > b)  Implementing a proceedure 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 and enrichment opportunities
> > Y/N  [ Y ]
> >
> > h)  Extra funding for gifted education Y/N [ Y ]
> >
> > Append any other comments below:
> >
> >Our son Ben started reading fluently when he was two years old.  He is
now 7 years of age and in a Year 3/4 composite class.  He is a well-adjusted
and happy child.  He has been accelerated with care and support at his
school.  We are very happy with the education he has received at Robertson
State School.  We would very much like to see the funding for G&T and Focus
Schools increased and extended to as many schools as possible so that more
children can receive the benefits.
> >
> >
> > _
> >
> > ---
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>
>
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> --B_3067493870_608567--
>

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