Will, Emma (SEN)
From:	Melinda Shirley [m.shirley@qut.edu.au]
Sent:	Tuesday, 6 March 2001 11:09 PM
To:	eet.sen@aph.gov.au
Subject:	Fwd: Fw: [oz-gifted] Senate Inquiry -- Questionnaire

> >
> > Senate Committee of Inquiry into the Education of Gifted and
> > Talented Children:
> > Submission
> >
> > Name: Melinda & David Shirley
> > Phone: wk 3864 1600
                 0428 114 087

> > Postal Address: C/- Faculty of Law
                         Queensland University of Technology
                         2 George St, Brisbane, Qld
                         4000

> >
> > Questionnaire:
> >
> > 1.  Does your 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 teach gifted children?
> > Y/N  [N ]
> >
> > 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  [ Yes - 
> but only one part-time staff member  ]
> >
> > 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 (not many)]
> >
> > 5. How many teachers at your school are approachable with
> > respect to gifted issues?
> > A = No teachers   B = Some teachers  C = All teachers
> > [B (not many) ]
> >
> > 6.  Does your school use a proceedure to identify students of high
> > potential?
> > Y/N  [ Some teachers avail themselves of such procedures  ]
> >
> > 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  [ N]
> >
> > 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 = None   B = Mathe   C = Reading   D = Other   E = More than
> > one subject
> > [A - to the best of our knowledge]
> >
> > 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  [ We fear that this is beginning to occur ]
> >
> > 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  [unsure ]
> >
> > 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]
> >
> > Append any other comments below:
>

         Without sufficient challenge our 8 year old is already losing 
interest in his education. We are being told "I didn't learn anything today 
- I wish they would give me something harder".

We are concerned that a passion for learning and an inquisitive mind are 
not being fostered to develop to their full potential in a system that is 
only resourced to achieve slightly better than a "one size fits all" result.

We are also concerned that a perception of elitism exists in relation to 
issues surrounding gifted children, when it merely seems to us that these 
children (like other children within the system) have "special needs" that 
the system does not have mechanisms to recognize much less service.

Surely the phrase "every child has a right to learn" means "to the best of 
their ability" or does the clever country accept (by default) that the tall 
poppy syndrome forms part of the public school curriculum?
> >
For the sake of our children and our country - we must do better!

> >
> >
> >
> > _
> >
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