Search
Become a Member
Login
Search
Search
Close this search box.
Seminars & Events

Parent FAQ – Online Test not in use

Every day, parents of gifted and high-ability children are faced with new challenges. Navigating these challenges raises many questions, questions with wide, varied and often complex answers. This Frequently Asked Questions resource is the outcome of these ideas, challenges and thinking. It is also a response to the many questions that parents have asked at VAGTC parent seminars in recent years.

The resource is written in simple English with key terms explained. Interrelated questions are cross referenced and links to further resources are provided throughout. 

Click on the link below to download your copy:

Download Parent FAQs

How to Use This Resource

Welcome to this selection of frequently asked questions from parents (and  grandparents) of gifted and high ability children. The questions were asked during  seminars delivered by VAGTC for parents over several years up to 2021. The resource  is designed to be one that you can dip into depending on your need or curiosity. But  feel free to read the whole collection as a book.  

  • Definitions of words (glossary) – some definitions of specialist terms used are included at the end of each section. These words are often highlighted in blue in the answers to questions. 
  • Links to related questions – As many issues and questions are related to one another, we have included links to other questions within the resource that you may be interested in. 
  • Links to further reading and related topics – At the end of each section, there  are links to resources and further reading. Some text based references are also listed.

VAGTC intends to update and add to this resource in the future; reader suggestions or  feedback are welcome! Please contact info@vagtc.org.au. 

The Team 

This resource exists thanks to the contributions of a wide variety of individuals across a  number of organisations. We acknowledge the input of the many parents and  educators who contributed their questions and sought extra explanations where  necessary. We extend our gratitude to the parents and families who tested the  resource for accuracy, readability and helpfulness. Suggestions and feedback from the  Student Excellence Unit of DET was greatly valued. 

Project Coordinator: Kathy Harrison 

Writers: Dr Susan Nikakis, Dr Anna Pollard 

Editor: Amy Horneman 

©2021 Victorian Association for Gifted and Talented Children 

Distribution permitted under acknowledgement of VAGTC’s rights to the publication in its entirety 2/3 Wellington Street, Kew, Victoria, 3101 

www.FaceBook.com/VAGTC, Twitter @VicAGTC, www.VAGTC.org.au

Forward 

VAGTC has run many series of parent and educator seminars in partnership with the  Department of Education and Training Victoria over the last 5 years. Throughout this  time, it has become apparent that a parent resource to support parents of gifted and  

high ability children was desperately needed. Everyday parents of gifted and high  ability children are faced with new challenges. Navigating these challenges raises many  questions, questions with wide, varied and often complex answers. This Frequently  Asked Questions resource is the outcome of these ideas, challenges and thinking. It is  also a response to the many questions that parents have asked at VAGTC parent  seminars in recent years. 

I thank the Department of Education and Training for their generous support and input during the compilation of this resource. Thanks also to the parents, Jeff Segal, Lauren  Segal, and Carolynne Cormack who reviewed the resource upon completion, providing  valuable input and feedback. I would also like to acknowledge the writers, Dr Anna  Pollard and Dr Susan Nikakis for their research and expertise, and the Chief Editor, Mrs  Amy Horneman for her analysis, insights and responses to departmental and parent  feedback. Many thanks also to Ms Kathy Harrison, current VAGTC president, who  coordinated the writing process over many months from planning and  commencement to conclusion and publication. 

I hope that this resource delivers useful assistance to the many parents of gifted and  high ability children across Victoria. We look forward to developing subsequent  editions of Frequently Asked Questions and would welcome any reader feedback. 

Mr Mark Smith 

VAGTC President (2018-2021)

How do I know my child is gifted?

All children are certainly gifts to their parents. We aim to help our children to understand  themselves so that they can keep growing and learning. Sometimes that is at a different rate  and in a different way to other children of their age. If you look at the definition below it may  make the term gifted easier to understand.

Gifted children come from all walks of life, no matter what cultural or racial group they belong  to. Sometimes people use the terms high ability, highly able or high potential to describe  gifted children.  

There is no single definition of giftedness accepted by all people, but in Australia a very  popular definition comes from Canadian psychologist Françoys Gagné. He has developed a  theoretical model which defines ‘gifts’ as untrained abilities a person naturally has. Giftedness  means someone has these natural abilities or natural potential which place them in the top  10% of ability in the population in that particular area or category. With learning, practice and  training, these abilities can be developed into talents. In other words, giftedness refers to the  potential that a person has to learn quickly so that they can go on to develop talents.

Giftedness can be placed broadly in the following categories: 

  • Academic: This used to be the only area which people considered when using the term gifted. It applies to reading, mathematics, science and history understood at very advanced levels. Typically, children would be working a couple of years ahead of  same- or similar-aged peers, but sometimes academic giftedness can be hidden by  learning difficulties or other challenges. Related questions: What if my child is gifted  but also has a disability or other challenges? 
  • Creative and Artistic: This applies to children who demonstrate advanced skills in  visual or performance art. Painting, drawing, sculpting, drama and dancing are some examples.
  • Leadership: This is evident in areas where children can take the lead in games, group  work or classroom organisation.
  • Sport: This area is probably the most obvious display of giftedness, with success in  sport and other physical activities usually obvious. Running, jumping and swimming are examples.

Image: Gagné’s Differentiating Model of Giftedness and Talent  

https://www.gigers.com/matthias/gifted/gagne_dmgt.html  

Related questions: What is the difference between ‘gifted’, ‘highly able’, and ‘talented’?, What  percentage of the population is gifted?

The most obvious signs of giftedness in any area are that your child: 

  • learns quickly 
  • can make connections
  • knows how to apply what they are learning to new situations 
  • can deal with complex ideas or skills in that area 

Learning quickly means that where most people would need to practice and repeat a skill  many times to learn it, a gifted person would only need to repeat it a couple of times. They  may be able to transfer skills easily, for example, the child who has learnt to play one musical  instrument but then picks up other unfamiliar instruments and knows how to reach  proficiency quickly. 

Making connections can be that your very young child can understand that the hose and  running water can be connected, or that a bucket and spade may mean a trip to the beach.  Your much older child might easily make connections between one chemistry equation and  something they are reading in a history book.  

Gifted children often reach common milestones like talking, walking, learning to read earlier  than other children. Older children may need more complexity at school as they learn easily  and do not require a great deal of repetition.  

You also may suspect that your child is gifted if they are showing outstanding ability in one or  more areas. The following list contains some other characteristics that you might observe in  your child. No child will have all of these characteristics, but they are a good guide. Your child  might:  

Learn rapidly 

Have an extensive vocabulary 

Have an excellent memory 

Reason well 

Show a great deal of curiosity 

Be mature for their age 

Have a well developed sense of humor 

Have keen observation skills 

Show compassion for others 

Have a vivid imagination 

Have a long attention span

 

Have strong ability with numbers 

Be concerned with justice and fairness 

Have a great deal of sensitivity 

Have a wide range of interests 

Show strong ability with and interest in puzzles 

Have high energy levels 

Struggle with perfectionism 

Show perseverance in areas of interest 

Question authority 

Be an avid reader 

Prefer older companions  

Characteristics of Giftedness Scale: Linda Kreger Silverman 

Ability: capacity that an individual is born with in some area of human endeavour 

Acceleration: progress through an educational program at rates faster or ages younger than  conventional 

Ability grouping: grouping students of similar ability (general or subject-specific) together for  learning and teaching activities 

Ability testing: using assessment tools or observation to discover an individual’s natural  capacity 

Achievement: an individual’s performance in a particular area of human endeavour 

Assessment tools: testing that has standardised measures, processes and outcomes, for the  sake of measuring ability and achievement 

Asynchronous development: two or more aspects of development that do not exist or happen  at the same time 

CoAT: Cognitive Abilities Test  

Dual/double exceptionality: simultaneously having one or more areas of giftedness with one  or more disabling conditions (physical, academic, social, emotional, psychological); also called  twice exceptionality or 2e 

Forced choice dilemma: perceiving a need to choose between being socially accepted, or  achieving highly in academic disciplines 

Giftedness: the capacity for high performance, exceptional production, or exceptional learning  behaviour in the top 10% of any population 

HAST: Higher Ability Selection Test

High ability: having natural ability in an area of human endeavour that is higher than the  average population; often used to describe intellectual capacity 

Intelligence tests: assessment tools that measure intellectual capabilities, or intelligence  quotient (IQ); common tests are WISC-V and Stanford-Binet 

KBIT: Kaufman Brief Intelligence Test 

Observational checklists: checklists that can be completed by parents, teachers and other  professionals that show characteristics of giftedness observed in a child 

PAT: Progressive Achievement Test 

Psychometric testing: tools that identify and measure an individual’s abilities, skills,  knowledge and personality 

Ravens Progressive Matrices: assessment tool that scores nonverbal reasoning, or the ability  to think or solve problems that are visual rather than based on or communicated with words 

Standardised tests: exams administered and scored in a standard, or consistent, manner. Such  tests can be given to large groups of students in the same area, state or nation, using the same  grading system to enable a reliable comparison of student outcomes. 

Synchronous development: two or more aspects of development that occur at an even rate or  at the same time 

Talent: giftedness that has been systematically developed and given opportunity to show itself  in behaviours or actions 

Twice exceptionality (2e): simultaneously having one or more areas of giftedness with one or  more disabling conditions (physical, academic, social, emotional, psychological); also called  dual/double exceptionality 

Underachievement: not performing or achieving at a level that reflects an individual’s innate  ability or potential 

WISC-V: Wechsler Intelligence Scale for Children 

WPPSI: Wechsler Preschool and Primary Scale of Intelligence  

Assessment Tools: 

  • ACER Ability Tests: https://www.acer.org/au/agat, https://www.acer.org/au/hast secondary, https://shop.acer.edu.au/cognitive-abilities-testtm-cogatr.html
  • KBIT: https://www.pearsonclinical.com.au/products/view/229
  • Ravens: https://www.pearsonclinical.com.au/products/view/53
  • WISC-V: https://www.pearsonclinical.com.au/products/view/579

DET High Ability Tool Kit:  

Set of resources designed to assist teachers in providing for gifted and high ability students. https://www.education.vic.gov.au/school/teachers/teachingresources/high-ability toolkit/Pages/high-ability-toolkit.aspx 

Gagné’s Differentiating Model of Giftedness and Talent (DMGT):  

https://gagnefrancoys.wixsite.com/dmgt-mddt 

Observational checklists for teachers, parents and other professionals: 

  • Lannie Kanevsky: ways to identify giftedness in action through ‘Brilliant Behaviours’  http://possibilitiesforlearning.com/brilliant-behaviors/
  • Sharon Lind: ADHD/giftedness checklist https://www.davidsongifted.org/gifted blog/before-referring-a-gifted-child-for-add-adhd-evaluation/
  • Caroline Merrick: positive/negative behaviours as two sides of the same coin  http://www.wmyc.vic.edu.au/wp-content/uploads/2015/06/Primary-Teachers nomination-form.pdf
  • Michael Sayler: behavioural checklist designed for teachers with space to  annotate/give evidence for each characteristic  

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/div ersity/saylerteach.pdf 

  • Michael Sayler: behavioural checklist designed for parents with space to annotate/give  evidence for each characteristic http://www.tasgifted.com/wp 

content/uploads/2016/08/Saylers-Checklist-for-Parents.pdf 

  • Janice Szabos: bright vs gifted vs creative child distinctions 

https://www.swasd.org/wp-content/uploads/2015/06/Szabos_J_- 

_Bright_Child_Gifted_Learner.pdf 

Raising gifted children: https://raisingchildren.net.au/preschoolers/videos/gifted-children This website includes video clips of gifted children and their parents. 

Types of giftedness:  

https://www.education.vic.gov.au/school/teachers/classrooms/Pages/resourceshighabilitypra cleader19.aspx 

Clark, B. (2008). Growing up gifted (7thed). Upper Saddle River, NJ: Pearson Prentice Hall.

Delisle, J.R. (2018). Doing poorly on purpose:Strategies to reverse underachievement and  respect student dignity. Alexandria, V.A.: ASCD. 

Sternberg, R.J. (2017). ACCEL: a new model for identifying the gifted. Roeper Rev. 39:152–69.

Joys, opportunities, and challenges of parenting a gifted child

The task of parenting a gifted child is one that is full of opportunities and can bring many joys  as well as many challenges. It helps to know that you are not alone on this journey, as there  are some common experiences many parents of gifted children face. 

There are many positive and joyful aspects of being a parent of a gifted child. These might  include some of the following: 

  • They have a great deal of curiosity about the world around them and how it works. This can make for fascinating conversations in the home.
  • They love learning new things and they learn quickly when they are interested in something. The learning process can become a whole family experience as different family members share their knowledge, understanding and new learning. 
  • You may have the privilege of interacting with a mind which enjoys deep, complex  ideas and thoughts. 
  • You might share a special bond of humour with your child. There may be a series of  ‘in-jokes’ you are able to develop within your family that they remember and connect  to other areas of life and other relationships.  
  • You can be involved in helping them pursue their interests, and can enjoy seeing them  flourish in these areas. 
  • You might share interests and hobbies, and be able to explore and grow in these  together. 
  • Your child may accomplish remarkable things, which might make you feel very proud  of them and their achievements.  
  • They may have interesting experiences and meet interesting people in their area of  interest or ability. 
  • If your child is intensely interested in solving the world’s problems, it can be a joy to share their optimism and desire to ‘change the world’.

Despite some of the myths around parenting a gifted child, it is not always easy, and there are  some unique challenges parents of gifted children face, such as: 

  • Keeping up with the level of stimulation and healthy challenge they require to keep loving life and learning.
  • Understanding and accepting your child’s asynchronous development. They might have strengths in some areas and challenges in others, and this may be confusing and difficult to navigate. Related question: Are the common myths about gifted children  true? 
  • Experiencing intensities in the home, and some of the social and emotional challenges  that come with these intensities, such as meltdowns, compliance issues, anxiety and  perfectionism. Related questions: Is it normal for my child to sometimes get so intense or overexcited that they have meltdowns?, My gifted child is a high achiever and has high expectations of herself that may be unrealistic or unattainable. How can I help my  child deal with this challenge? 
  • Feeling like you can’t share openly with other parents about your parenting experiences. This could be because sharing about your child’s strengths, successes and achievements makes other parents think you are boasting. Or other parents may think  you don’t have the right to complain about the challenges. They might have heard and  believed myths about parenting gifted children always being easy.  
  • Watching your child experience social issues with friends, or struggle to find friends  who they feel accepted by and comfortable with.
  • Worrying about your child’s academic progress if they say they don’t like school, or if  you feel that their needs are not being met at school.
  • Seeing your child underachieve if they are not able to learn to their potential for some  reason. Related question: My child is performing far below his ability at school. What can I do to help?
  • Needing to learn how to help your child with coping strategies for challenges they may be experiencing. These challenges could be social, emotional or educational.
  • Feeling isolated and alone on the journey if the challenges become overwhelming.

Asynchronous development: two or more aspects of development that do not exist or happen  at the same time 

Growth mindset: an approach to growth and development where individuals believe they can  grow their capacity through effort, persistence and a mindset that sees failure and mistakes as  a way to learn. This phrase was made famous by Dr Carol Dweck. Related question: What can I  do at home to help my child to be the best they can be? 

Failing forward: learning to accept failure and learn from it for the purposes of growth and  development 

Holistic wellbeing: looking at the individual as a whole person and at their wellbeing as  incorporating body, mind, soul and spirit in an interconnected way 

IB: International Baccalaureate is an internationally recognised educational program, with the  diploma qualification substituting national or state senior secondary certificates (VCE, QCE, HSC etc) 

IEP/ILP/PLPs: Individual Education Plans, Individual Learning Plans or Personalised Learning  Plans are documents which help teachers, parents, students and other professionals put  strategies, goals and plans in place to ensure a child’s learning needs are met.  

Imposter syndrome: when a person feels the pressure to excel, accompanied by other  concerns such as feeling different, having self-doubt, and thinking they need to prove their  giftedness, otherwise people will think they are an ‘imposter’ or a fraud

Mindfulness: being aware of one’s current state and concentrating on the present moment,  which can help an individual to calm and relax.  

Neuroscientific: relating to the science of the brain and how it functions 

Openness to experience: a psychological trait or characteristic which is part of the Big Five  Personality Theory of Five Factor Theory. People who are open to experience live with deep  and complex emotional and mental experiences of the world. 

Overexcitabilities: increased sensitivity, intensity and awareness in response to stimuli in a  person’s lived experience. Overexcitabilities form part of Dabrowski’s Theory of Positive  Disintegration. 

Perfectionism: an unhealthy psychological fear of not being perfect. There is an overwhelming fear of failure or frustration with the imperfections of self and others.  

Strengths-based approach: focusing on a person’s strengths, rather than their deficits, and  helping them use their strengths to address their deficits for optimal development 

Supported failure approach: an approach to parenting, training or educating that allows for  failure in a supportive environment, recognising that failure can lead to growth and success if  managed well 

Synchronous development: two or more aspects of development that occur at an even rate or  at the same time 

Underachievement: not performing or achieving at a level that reflects an individual’s innate  ability or potential 

VCAL: Victorian Certificate of Applied Learning, which is completed by students instead of the  VCE. This is a trades-based pathway. 

VCE: Victorian Certificate of Education, which is usually completed by students in Years 11 and  12 in Victoria who would like to follow a university pathway 

Intensity: 

https://www.hoagiesgifted.org/sensitivity.htm://www.sengifted.org/post/overexcitability and-the-gifted 

Openness to Experience and the Big Five Personality Theory:  

https://positivepsychology.com/big-five-personality-theory/

Psychologists and testing: Hoagies Gifted – blog by gifted parents for gifted parents:  http://www.hoagiesgifted.org/psychologists.htm 

Understanding overexcitabilities and strategies for positive growth:  

https://www.sengifted.org/post/overexcitability-and-the-gifted

Further Reading 

Cross, T. L., Speirs Neumeister, K. L., & Cassady, J. C. (2007). Psychological types of  academically gifted adolescents. Gifted Child Quarterly, 51, 285-294. doi:  10.1177/0016986207302723 

Csikszentmihalyi, M.(2020). Finding Flow: The Psychology Of Engagement With Everyday Life  Psychology Today. 

Dabrowski, K., Kawczak, A., & Piechowski, M.M. (1970). Mental growth through positive  disintegration. London: Gryf. 

Delisle, J.R. (2018). Doing poorly on purpose:Strategies to reverse underachievement and  respect student dignity. Alexandria, V.A.: ASCD 

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. 

Gallagher, S. A. (2012). Building bridges: Using the Big Five, Jungian type, and overexcitabilities  to explore personality differences of gifted youth. In C. S. Neville, M. M. Piechowski, & S. S.  Tolan (Eds.)., Off the charts: Asynchrony and the gifted child. Unionville, NY: Royal Fireworks  Press, pp. 56-118. 

Mullet, D. R. & Rinn, A. N. (2015). Giftedness and ADHD: Identification, Misdiagnosis, and Dual  Diagnosis, Roeper Review, 37:4, 195-207, DOI: 10.1080/02783193.2015.1077910. 

Kerr, B. A., & McKay, R. (2013). Searching for tomorrow’s innovators: Profiling creative  adolescents. Creativity Research Journal, 25, 21-32. doi: 10.1080/10400419.2013.752180 

Piechowski, M.M.(2014) Mellow out they say. If only I could. Intensities and sensitivities of the  young and bright. (2nd ed.)Unionville,NY; Royal Fireworks Press. 

Waters, L. (2017). The Strength Switch. North Sydney, NSW : Penguin Random House Australia.

What can be done at school to make sure my gifted child’s needs are being met?

The schooling years are very important in any child’s life, but there is potential for particularly  rewarding learning and growth opportunities at school for a gifted child. A school that  understands and caters well for your gifted child can spark curiosity and foster a love of  learning all the way through from Prep to Year 12. There are some key questions you can ask  your child’s school, and some key ideas you can share, to help your child’s school maximise the  years your child is in their care.

Gifted and highly able children need support to learn and grow to their capacity, just like all  other children. While your child will benefit from special programs for gifted children, such  programs are not available in every school. If you are concerned that your child is missing out  on important opportunities to develop these skills and to have supported growth as a gifted  child, ask the school what they can provide within their regular offerings for all students. This  might be a combination of enrichment activities and regular classroom provisions. Related  question: What enrichment programs could be offered to my child at school? 

Your child’s educational and learning needs can be met in the regular classroom through  differentiation of the curriculum, as well as through management of their educational  experiences: 

  • A PLP (Personalised Learning Plan) or ILP (Individualised Learning Plan) can be written  by the teachers for your child. This plan will look at your child’s strengths, interests, areas for growth, goals, school interventions and home strategies. Related question: What will a PSG/ ILP do to help my child? 
  • There may be specific gifted programs at the school. This may be a special pull-out  class for gifted students, or other programs and activities such as projects to do at home, clubs and competitions. Ask your child’s teacher what might be available.
  • In the Student Excellence Program every primary and secondary government school  has access to a High Ability Practice Leader (HAPL), who gives advice to teachers about  how to cater for high ability students. The practice leader also coordinates students  from their school to participate in the Victorian High Ability Program and the Victorian  Challenge. 

Despite some of the myths around parenting a gifted child, it is not always easy, and there are  some unique challenges parents of gifted children face, such as: 

  • Keeping up with the level of stimulation and healthy challenge they require to keep loving life and learning.
  • Understanding and accepting your child’s asynchronous development. They might have strengths in some areas and challenges in others, and this may be confusing and difficult to navigate. Related question: Are the common myths about gifted children  true? 
  • Experiencing intensities in the home, and some of the social and emotional challenges  that come with these intensities, such as meltdowns, compliance issues, anxiety and  perfectionism. Related questions: Is it normal for my child to sometimes get so intense or overexcited that they have meltdowns?, My gifted child is a high achiever and has high expectations of herself that may be unrealistic or unattainable. How can I help my  child deal with this challenge? 
  • Feeling like you can’t share openly with other parents about your parenting experiences. This could be because sharing about your child’s strengths, successes and achievements makes other parents think you are boasting. Or other parents may think  you don’t have the right to complain about the challenges. They might have heard and  believed myths about parenting gifted children always being easy.  
  • Watching your child experience social issues with friends, or struggle to find friends  who they feel accepted by and comfortable with.
  • Worrying about your child’s academic progress if they say they don’t like school, or if  you feel that their needs are not being met at school.
  • Seeing your child underachieve if they are not able to learn to their potential for some  reason. Related question: My child is performing far below his ability at school. What can I do to help?
  • Needing to learn how to help your child with coping strategies for challenges they may be experiencing. These challenges could be social, emotional or educational.
  • Feeling isolated and alone on the journey if the challenges become overwhelming.

Acceleration:  

  • A Nation Deceived/Empowered (acceleration study):  

http://www.accelerationinstitute.org/Nation_Deceived/Get_Report.aspx ● Iowa Scales (acceleration scales): https://www.accelerationinstitute.org/tools/ias.aspx Department of Education and Training Victoria (DET):

  • High Ability Toolkit:  

https://www.education.vic.gov.au/school/teachers/teachingresources/high-ability toolkit/Pages/high-ability-toolkit.aspx 

  • Student Excellence Program: https://www2.education.vic.gov.au/pal/student resource-package-srp-targeted-initiatives/guidance/student-excellence-program

Gagné: Building Gifts into Talents: Brief Overview of the DMGT 2.0  

https://docs.wixstatic.com/ugd/b64a15_d990e509038044d6a59b648bb9e2c472.pdf GERRIC: Gifted Education Research, Resource, and Information Centre: 

  • Information: https://education.arts.unsw.edu.au/about-us/gerric
  • Extension Module: https://www.unsw.edu.au/arts-design-architecture/our schools/education/professional-learning/gerric-gifted 

education/resources/professional-development-package-teachers 

Imposter Syndrome: https://www.apa.org/gradpsych/2013/11/fraud 

Music education and teen academic achievement:  

https://www.psychologytoday.com/au/blog/the-athletes-way/201906/music-participation-is linked-teens-academic-achievement 

VAGTC Resource Book: https://www.vagtc.org.au/product/vagtc-resource-book-8th-edition/ 

Intensity: 

https://www.hoagiesgifted.org/sensitivity.htm://www.sengifted.org/post/overexcitability and-the-gifted 

Openness to Experience and the Big Five Personality Theory:  

https://positivepsychology.com/big-five-personality-theory/

Psychologists and testing: Hoagies Gifted – blog by gifted parents for gifted parents:  http://www.hoagiesgifted.org/psychologists.htm 

Understanding overexcitabilities and strategies for positive growth:  

https://www.sengifted.org/post/overexcitability-and-the-gifted

Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High  Ability Studies, 15(2), 119–147. https://doi.org/10.1080/1359813042000314682 

Maker, C. J. (1982). Teaching models in the education of the gifted. Austin, TX: Pro-Ed. 

Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding  by Design: Connecting Content and Kids, Association for Supervision and Curriculum  Development, Alexandria, Virginia.

Table of Contents

Share This Page

Sign up to the Newsletter

No Spam! Just Relevant News and Offers

Quick Links

Resources & Support

Our Social Pages

Facebook Linkedin

Privacy | Contact Us

© Copyright Victoria Association for Gifted and Talented Children

As part of the VAGTC Membership, You are eligible for Free Membership at the Australian Association for the Education of the Gifted and Talented (AAEGT). To Receive this, you agree to pass on to them my email address, contact number, and postal address.