Current practices in the education of gifted and advanced learners in South Australian schools

Abstract

Despite calls over the past several decades for increased attention to the needs of gifted and advanced learners, little is known about how South Australian schools currently identify and provide for these students. An online questionnaire was sent to all schools in the state and was completed by participants from 71 schools. Findings suggested inconsistency between schools in the combinations of measures used to identify gifted students and in the nature and content of educational provisions. Low rates of teacher professional development in gifted education were reported, despite most schools expecting classroom teachers to differentiate for gifted students and recommend students for advanced learning opportunities. Responses revealed a perceived tension between addressing the needs of gifted learners and catering for more disadvantaged groups. Few schools reported formally evaluating their provisions for gifted students. Recommendations are made for a renewed focus on the purpose and place of gifted education in South Australia (SA).