Out-of-School Education for the Gifted and Talented around the World

서지정보

ㆍ발행기관 : 한국영재학회 ㆍ수록지정보 : 영재교육연구 / 14권 / 3호
ㆍ저자명 : JoanFreeman

목차

SUMMARY
AN INTERNATIONAL LOOK
STYLES OF PROVISION
ESSENTIAL RECOMMENDATIONS FROM THIS STUDY

영어 초록

Cultural influences affect all out-of-school provision for the gifted and talented.
Excellence can either come from special provision - or from none at all. In
Scandinavian countries, for example, special provision is not politically acceptable,
yet children's achievements there are often superior to those of the countries
which do have special provision for the gifted. New Zealand and Israeli educational
administrations provide generously. Germany has inspiring competitions. Brazilian
help goes to helping severely deprived gifted children. The huge American Talent
Searches select youngsters, via teacher recommendations and tests, for intensive
summer-schools. There is a major cultural dichotomy between the largely Eastern
perception of 'most children have gifted potential' and the largely Western one of
'few children have gifted potential'. These perceptions make a difference to
children's opportunities and expectations. For example, it may be assumed either
that children's' interests allied with opportunities will enable them to excel, or that
it is necessary to diagnose and treat the recognised gifted separately. Though the
outcomes from the different approaches can be roughly compared in world terms,
e.g. scientific advances, economic success, it is impossible to conduct a controlled
experiment on each type of provision within different cultures. Even with one
country, there are no scientific comparisons between gifted programmes. The most
noticeable trend around the world is to offer voluntary access to very high-level
opportunities, so that no keen youngster is turned away without a chance to try
it. In fact, virtually all world-class high-achievers have selected themselves to
work in the area of their interest. Recognition of cultural attitudes is essential for
any country making special provision for the gifted and talented. The complete
UK government report, on which this paper draws, is provided free on
www.joanfreeman.com

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