1 Admission into MEDEC-Master of Education (Early Childhood Studies) 1a Admission into MDS-Master of Disability Studies 1b Admission into BSE-Bachelor of Special Education 1c Admission into MTSE-Master of Teaching (Special Education) 1d Admission into GCEGE-Graduate Certificate in Education (Gifted Education) 1e Admission into GCESE-Graduate Certificate in Education (Special Education) 1f Admission into GCEWS-Graduate Certificate in Education 1g Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1h Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment) 1i Admission into MEDGE-Master of Education (Gifted Education) 1j Admission into MEDIB-Master of Education (International Baccalaureate) 1k Admission into MEDLM-Master of Education (Leadership and Management) 1l Admission into MEDSA-Master of Education (Studies of Asia) 1m Admission into MEDSE-Master of Education (Special Education) 1n Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years] 1o Admission into MEDWS-Master of Education 1p Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 1q Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1r Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years] 1s Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1t Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1u Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1v Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1w Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years] 1x Admission into MEDWSP-Master of Education [1.5 years] 1y Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1z Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 2 Admission into MTSEPR-Master of Teaching (Special Education) (Primary) 2a Admission into MDPP-Master of Disability Policy and Practice 2b Admission into MDPPA-Master of Disability Policy and Practice [1.5 years] 2c Admission into MISE-Master of Inclusive and Specialised Education 2d Admission into MLE-Master of Leadership in Education 2e Admission into MCPEP-Master of Cognitive Psychology and Educational Practice 2f Admission into GCGE-Graduate Certificate in Gifted Education 2g Admission into GCIED-Graduate Certificate in Inclusive Education 2h Admission into GCE-Graduate Certificate in Education 2i Admission into MED-Master of Education 2j Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education 3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood) 3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary) 3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) 4 108 units of study Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
EDSP9056 has been successfully completed
This topic provides an overview of critical contemporary issues in the field of Gifted Education, including the varied and sometimes competing notions of intelligence, giftedness and creativity, the role of assessment and provision in the development of giftedness and the impact of environment on the individual's experience of giftedness. These will be examined in both an historical context and in the light of current research and theory. Whilst each issue will be explored in depth, the focus will be on the interconnections between conceptions, identification and provision. Students will reflect upon, challenge and refine their own beliefs about the nature and education of gifted students.
This topic aims to:
present a general overview of contemporary issues in Gifted Education through multiple theoretical perspectives
encourage critical analysis and evaluation of a variety of models of intelligence, giftedness and creativity
introduce students to methods of assessment of intelligence, giftedness and creativity
introduce students to the concept of diversity in the degree and kind of giftedness, and its development in a range of environmental contexts
equip students with knowledge and understanding about the need for and nature of appropriate educational and environmental provisions to meet the unique needs of gifted children and adolescents
Expected learning outcomes
On completing this topic students will be able to:
define intelligence, giftedness and creativity in relation to different theoretical models
explain how gifted characteristics described in the literature translate into specific learning needs
debate the arguments in support of competing views of giftedness and gifted education
explain the connection between defining, identifying and providing for giftedness
critically analyse the research and theory relating to an issue of personal interest in the field of gifted education
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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