Will, Emma (SEN)
From:	Richard Rodd [rjrodd@albury.net.au]
Sent:	Saturday, 3 March 2001 10:19 AM
To:	eet.sen@aph.gov.au
Subject:	Senate Enquiry into Gifted and Talented Education
Name: Robyn Rodd		Phone: 02 60263118 
Postal Address:	Tabletop Rd, Jindera		Postcode: 2642

Questionnaire	Options	Answer

1.	Does your gifted 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	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	[b	]
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	[n	]

9.	Which subject(s) are taught using ability grouping?	A/B/C/D/E	[	 e	]
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	[y	]
& 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	[y	]

Append any other comments below this line:
----------------------------------------------------------------------------
-----------------------------------------------------------
The great difficulty with gifted education is not the identification, nor
the theory - those are all relatively easy; it is the practical help that
needs to be given to teachers.  They need units of work that they can use
either directly or as models to create their own units of work.  Not all
teachers are interested in catering for the gifted students within their
classes, so they need to be spoonfed practical examples.