Year
2021
Units
4.5
Contact
3 x 7-hour intensive workshops per semester
Prerequisites
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
Topic description

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.

Educational aims

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 completion of this topic you will be expected to be able to:

  1. Define intelligence, giftedness and creativity in relation to different theoretical models
  2. Explain how gifted characteristics described in the literature translate into specific learning needs
  3. Debate the arguments in support of competing views of giftedness and gifted education
  4. Explain the connection between defining, identifying and providing for giftedness
  5. Critically analyse the research and theory relating to an issue of personal interest in the field of gifted education

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.