The Application Policies of the Law Related to the Education of Gifted Youths Able to Register High Performance

The “Gifted education” program is addressed to all the youths with a view to develop their personal abilities and talents. Within the “gifted education” program the children are not labeled as gifted or non-gifted, but there is only a specialized offer grid on ways of personal gifts, departing from the premise that the developing potential of the child depends directly on his eagerness of personal development at any age.  The «Gifted Education » program helps children who want and manage to develop their personal abilities to their own benefit and to the benefit of the society.

Children who are able of high performance need conditions free from any pressure and a supporting environment in order to develop all their abilities. An educational environment which provides them information and gives them affective support is essential, and that presupposes the existence of teachers who have been trained for the identification and education of gifted and talented children.

Constant communication between school and the pupils’ families is another extremely important factor. These pupils need perspectives in their work in order to make quicker progress and have a deeper development than other pupils. In the course of time the educational authorities from the « gifted education » system have debated on and applied various methods in order to crea the proper educational frame and the development opportunities for gifted and talented children. This implies the organization of special groups within the class, special classes for various targets, alternative educational centers for the spare time. The generally used term is “expanded program classes” where speeding programs and the passing over one class and education, upon the vertical line is practiced. Some schools collaborate with universities where grown-up pupils are studying within the universities programs. These practices offer to the pupils experiences beyond their educational curriculum. And they are bound to stimulate the interest in the studying of new and applicable fields. The management of the educational system falls under the responsibility of the Government and of the private schools, and these organizations will focus their attention on the drafting of policies which suit to the expectations of local needs and circumstances. So long as the government has a special interest in the performances and results of the educational system, there are no restrictions upon the means and ways of getting all this. The international experience gives supports to the speeding programs, taken as efficient techniques for the academically gifted pupils. The speeding process may take several forms such as: earlier school admission, the passing over some classes, the process of getting the curriculum more compact, studies of two years made in a single one, transferable credits, tutoring or individual mentoring on complex matters, simultaneous participation to school and university courses or the involvement into special programs of earlier admission of pupils able of high performances.  The radical speeding proves to be positive for exceptional abilities youths. This may be realized through a series of well-thought plans of skip over the matter to study and the admission several years earlier to university.In relation to the grouping upon abilities there are lots of research programs which prove that this way leads to academic success. This success is greater when the program of grouping upon abilities is permanent. No mention has been made upon any possible negative consequences education, teacher nomination, used alone, results in over-representation, among children nominated as “gifted”, of moderately bright teacher-pleasers from professional families within the dominant culture.At this time Gagne and Renzulli’s definition on endowment is accepted in the world, which makes the target-group of the gifted education programs amount to over 10 % of the total of pupils.The brilliant results and the pupils and teachers’ efforts are acknowledged and serve as a model to the others. Pupils ‘personal development is not limited by any short-sighted approaches or artificial restricting procedures.It is obvious that the contribution for the society’s benefit of the individuals who are able of high performances is the greatest and the most important, coming to the encounter of contemporary and future problems in order to work in harmony with other people within a frame of various tasks. « Gifted education » program is a program open to all children, making no social or racial, sex or wealth, cultural or other kinds of discriminations. This program has nothing to do with the elitism encouraged by the above-mentioned criteria, as it addresses to children and youths with special intellectual, creative and motivational abilities. Particular attention is given to the accurateness of the definition and evaluation of special abilities, on the ground of the fact that no child must fall behind.  The teachers involved in gifted education are constantly being helped in order to: -The increase of the teaching quality through the increase of the professional standards and through professional development programs -the development of the abilities related to the leading of a school-The support of the quality of the educational management -The acknowledgement of quality Identification of youths with high abilities and able of performanceThis will be made in accordance with the internationally recognized experience, resorting to the use of multiple criteria and the definitions of endowment from the international practice. Thus both youths with already existing performances and youths with a high potential described as « gifted underachievers, gifted underground, etc. » will be identified. The identification will be made both by specific tests (Stanford Binet 5, Wechsler, creativity, emotional, intelligence or spiritual tests) and by an interview, the accounts of the persons in the educational or social environment of the youths, or by personal achievements. Overall intelligence, creativity and commitment to the attaining of the intended goals will be examined during the process of identification, upon Renzuli’ model. There will be identified, as well, the performance orientations, the interest orientations, the studying style, the degree of personal or emotional involvement of the youths in the activity leading to the attaining of their personal goals, the degree of sympathizing with the problems of the social or surrounding ecological environment, the degree of socialization and communication abilities, etc.    The identification is a fundamental process which consists of several sources:·         activity at early stages·         involvement of the parents·         professional staff with expertise for gifted education·         teachers·         schoolmates·         gifted children themselves·         quality information, profiles, quality lists·         quantity information, scores, marks, IQ·         acknowledgement of a special lot – in terms of culture, language and social context·         acknowledgement of the potential evidenced as performance in the appropriate environment·         habitual longitudinal assessmentsAcknowledgement and acknowledgement criteria by·         activity at an early under-school age·         involvement of the parents·         professional staff with experience in gifted education·         teachers·         schoolmates·         gifted children themselves·         quality information, profiles or checklists·         quantity information, marks, scores, IQ·         acknowledgement from a special lot – in terms of culture, language or social context·         acknowledgement of a potential evidenced as performance in particular circumstances·         habitual longitudinal assessments Here is an example of acknowledgement and description from the parents:                        

Gifted Average intelligence  
67% 42% Very Quick
31% 3% Long concentration of attention
67% 27% Excellent Memory
58% 13%

Quick Learning

87% 34% Advanced Vocabulary
64% 34% Great Perceptive Faculty
58% 40% Very Inquisitive
46% 22% Vivid Imagination
66% 8% High Degree of Creativity
50% 9% More than an imaginary friend*

*for those who make reference to imaginary friends Interest shown by gifted children and average children

Gifted Average  
46% 10% Keen on Books
48% 16% Interest in Mathematical Games
91% 64% Interest in Puzzles
36% 13% Interest in Calculators
90% 47% Interest in Computers (less Video Games)
16% 3% Many Talents
74% 50% Great Number of Interests
49% 19% eager to Invest Time in Interests

 Various directions and levels of endowment are acknowledged, but in many schools, pupils that take benefit from the specific gifted educational programs have a set of complex interpretations which includes: §         Academic abilities above the average§         Intellectual potential above the average§         Leadership potential§         Creativity§         Reflection abilities at an upper level§         Exceptional talents§         High degree of sensitivity to the others and themselves The most gifted pupils in the gifted education programs should: §         Be identified as soon as possible, so that an appropriate educational offer be possible§         Be provided with opportunities of achievement of self potential§         Be given the possibility of interaction with other pupils with similar abilities§         Be provided with a curriculum which respond to their needs§         Be guided and supported in their social, emotional and intellectual developments§         Be taught by trained teachers who are able to understand their needs§         Have access to mentors who can help, guide and encourage them in the development of their talents §         Be provided with opportunities of reflection upon their own development and study The pupils identified for the program will be encouraged to take responsibilities for their educational progress. They will be expected to: §         Cooperate and be efficient in class and extended activities §         Recognize and develop their own talents§         Develop their own creative, critical and participative abilities§          the appropriate purposes to be attained and carry them out by personal involvement§         Assess the importance of the development of a self-motivated and independent disciple§         Cultivate respect and tolerance towards the others, as well as satisfaction for their own achievementsThe program develops experiences of improvement of creative, emotional and intellectual abilities for the most gifted pupils. The program involves:§         The offer of opportunities to gifted pupils to spend time together, supporting and stimulating one another in their studies§         Support provided to them with a view to fix the aims and keep up high levels of motivation§         Support provided to them for the acquisition of skills needed to overcome educational failure§         Increase of the pupils’ intellectual abilities by offering them opportunities for the application of high reflection levels and diversification of the curricula§         Enrichment of pupils’ knowledge by offering them appropriate opportunities in class High attention should be paid to visually and spatially gifted pupils who often represent a major social and educational risk although having the highest creativity and complex intelligence levels.The following list of features presents data of identification of this group of gifted children:·         They love complex ideas and intellectual challenges and have adequate response to them, but frequently fail in simple matters. ·         Physically sensitive, often sensitive hearers and not able to bear loud noises.

·         Poor listeners, they apparently listen to nothing

·         They have difficulties in solving educational problems·         They often have a bad and difficult writing often crumpling or pressing the paper too much·         They love Lego, puzzle, jigsaw, computer games, the TV, making up objects·         They love art and music·         They have a poor sense of time·         They are extremely sensitive to criticism·         They are emotionally very sensitive ·         They have difficulties in deciphering charts and orthography·         They remember ways after a single walk·         They have a vivid imagination and shocking dreams·         They are absent-minded ·         They are very disorganized There should be identified the adequate teachers who can teach this category of children with high intellectual potential by respecting their studying styles. These teachers should be particularly well-trained in gifted education psycho-pedagogy. The total of pupils includes, for 70 % of the cases, in children who chiefly use one single brain hemisphere. Those inclined to visual and spatial perception chiefly use the right hemisphere, whereas sequential listeners chiefly use the left hemisphere. The differences between them are so great that they impose totally different teaching techniques for the two categories and, of course, a clear and early identification.

Left hemisphere, sequential listeners    

                                   

            Verbal: using words to name, describe, define                                                Analytic: solving step by step and bit by bit                                                 Symbolic:  using symbols to demonstrate something, i. e. The « + » sign for addition                                                            Temporal: keeping in mind personal time history sequence by sequence, one thing after another                          Rational: drawing conclusions on the basis of arguments and facts                               Logical: drawing conclusions on the basis of logic, one after another in logical order                        Digital: using numbers in calculations                                                                  Linear: thinking in terms of ideas in direct connection with one another, often leading to convergent results          

 Right hemisphere, children inclined to visual and spatial perception           Nonverbal: attention to things but the least connection with words Synthetic: putting things together to make up the whole Precise: working with things present at that time Not temporal: without the sense of time  Not sensible: they do not resort to an argument basis Intuitive: resorting to intuition, often based on incomplete patterns, suppositions, feelings and visual images Spatial: seeing things in connection with other things or how parts are tied together to make up the whole  Holistic: seeing the whole at once, perceiving general patterns and structures, often reaching divergent conclusions

 Identification of the teaching staff Identification of the compatibility will be made by testing the intellectual and professional skills, the specific knowledge on gifted education, the degree of interest in the work with gifted children, the degree of expert knowledge, communication abilities, interest in the examination of intellectual endowment, of the adequacy of the teaching style to the pupils’ learning styles, of the degree of emotional involvement in the teaching process. There will be given preference to teachers who will have a high degree of compatibility with gifted pupils, good and kind relationships with them, large expert knowledge and skills in other fields, intelligence above the average  and the ability of providing information in the direction of the pupils’ interest.  The educational expert in gifted education ·         He will provide resources and advice on the appropriate placement to parents, teachers and schools·         Responsibility for policies related to pupils in customary classes or in special classes ·         Satisfactory resources for current policies to parents, teachers and schools·         Development of policies for the work with parents and teachers ·         Preservation of the process of keeping up with the current modern trends in gifted education and the transmission of this information to the important decision makers, professional organizations, specialized institutions, teachers and schools.  ·         Organization of the professional development for teachers, conferences and other activities so long as gifted education has not enough trained experts·         Provide advice to tutors on the most suitable programs for gifted children·         Develop the suitable curricula for gifted education children·         Inform the parents on the services provided by gifted education programs·         Provide assistance to parents on earlier school admission of children and on speeding programs. These include :·          Early access to nursery school ·         collaboration between school and nursery school concerning early school admission·         Consulting offered to primary schools on the implementation of the most adequate of the speeding/ curricula modifying programs·         The connection between the primary and the secondary school concerning the early secondary school admission·         The connection between the primary and secondary school concerning the curricula enrichment or speeding programs·         The connection between secondary school and high school concerning the early recruitment in university-level selected departments or in universities ·         They establish periodical meetings with the parents, teachers and educational psychologists for the implementation and preservation of adequate resources for gifted children in gifted education programs·         They make the connection with the National Centre for Gifted Education in order to keep up communication and networking among parents, teachers, schools·         They give support to the National Centre of Gifted Education in developing programs of aid for parents and teachers, increase the ability of offering services for gifted children, they manage seeding grants and other funds meant for gifted children, they make sure that these funds will continue to be used for the promotion of the best results and are managed by right accounting. ·         They set up and preserve connections between areas, universities and administration·         They coordinate gifted education programs ·         They represent gifted education in various national forums and research institutes Definition of the curriculum The Curriculum signifies the whole of experiences acquired by pupils during their formal education. They cover the contents, structure, assessment of formal programs, as well as administrative procedures, personal relations and styles of teaching and studying.  The Curriculum represents the sum of the complex interactions between the educational institution and society. School is only one of the sources of personal education and educational development, together with family, affinity groups from the community, mass media and the working environment.            The only contribution of school consists in formal programs of studies, together with life and working experiences in group, in a limited and restrictive social environment.The curriculum is offered within a social, economic and demographic context. School should become responsible for social changes, without holding itself the only factor or the key factor in the development of the personality of the pupils. Curricular resources should take into account the multicultural nature of people, the striking inequality in the distribution of resources among social, economic or cultural groups, which restrict the personal development of many children. The role of the economy, gender division of labor, dominant culture and system of education in the appearance of inequities and inequalities of chances.  The existence of inequities caused and exacerbated by the marking system, financing policies, practices of evaluation and other institutional arrangements.  The need to extend genuine democracy and social involvement upon everybody’s problems in a cooperative context. The major impact of the media and consumerism which compete with school, family as a source of general knowledge, giving way to a passive consumption of a lot of information from a narrow sphere of interest rather than develop critical thinking active study and development in a social context. Formal education should encourage the ability of the students to exceed the personal limits of consumerism and media.Recent changes include:The collapse of the labor market of the youths, economic reorganization and technological changes which joins the fall of traditional trades and the loss of this type of abilities.  These changes deeply affect schools that have already supported the disadvantages due to ethnic, social problems or problems related to social origin or class. The development of new technologies comprising informatics, biotechnologies, nanotechnologies, which gets the need of knowledge that is vital for daily life and professional development more complex. All these interferences between school and society, which should be included in the development of the curricula of schools, should also be reflected in the methodologies of evaluation. The curricula should prepare pupils to be successful on the labor market, know and observe the democratic rights, live in a multicultural and economically unequal society and to be successful in the personal development of abilities, regardless of their departure point. The intended curricula combine the intellectual and the vocational aspects, theory and practice, the reflective and the active aspects.  The Curricula of the gifted education centersThe Curricula will be developed in accordance with the internationally certified principles of development. These curricula will stimulate critical thinking, lateral thinking, complex thinking, dynamic thinking, and phenomenological adaptation of reality, causal analysis and effects in time, creativity in the identification of solutions. The Curricula will allow pupil to have an active involvement in the examination of the reality exposed in the educational act and will have various directions of application, in accordance with the pupils’ interests, the needs of solving the problems and the needs of research of certain phenomena or of application of certain solutions.  The Curricula will have degrees of specialization and diversification on several levels, and will remain open to high approaches in the specialized programs. The Curricula will be developed in such a way that the taught information can directly be put into practice or be the foundation to subsequent research. The curricula will bring in both new, modern approaches to the fields of interest and comparisons between the patterns of reality perceived throughout the time will make lateral analyses on the consequences of certain patterns of thinking or certain technologies and approach complex and interdisciplinary phenomena. The development of the curricula will be made at the specialized centers, the National Centre of Gifted Education, as well as the gifted education centers. The following targets will be taken into consideration in the development of the curricula: 1.                the contents of the curricula should be centered and organized so that it include deep and elaborate approaches of the major ideas, problems and topics which include information that crosses thinking systems. 2.                the Curricula should be directed to the development of productive thinking that will permit the students to reconceptualize the existing knowledge and give birth to new information. 3.                the Curricula should give the permission to constantly explore the existing knowledge and information and promote an open attitude that joins the idea that « knowledge deserves to exist in an open world »         4.                the Curricula should encourage the presentation, search and use of adequate specialized resources 5.                the Curricula should promote self-development and self-initiated self-orientation of the study.6.                the Curricula should be offered for the purpose of self-understanding and understanding of the relations with the others, the social institutions and culture.7.                the examination of the curricula should be led to the development of high levels of thinking abilities, creativity and performance.  The following steps need to be made in the development of the curricula:

  1. the directions of curricula should be determined
  2. the targets and aims of the curricula should be established
  3. the scope of pupils’ knowledge should be determined
  4. the activities, targets which can be evaluated, key questions should be determined
  5. teaching and learning strategies should be developed
  6. materials and resources should be identified
  7. the eagerness of pupils to study and their cognitive interests should be evaluated
  8. the interface with the curricula should be evaluated

 Curricula from the international market can be used as well, as they have been validated into practice and fit the targets of the local program of gifted education and other functional parameters.  This compatibility will be fixed by the National Centre of Gifted Education and will be offered to the educational network into a basket of curricula offer at the disposal of schools within the gifted education programs.  Teaching  Teaching will be made in accordance with the style required by the objectives of the curricula, the learning style of pupils (they may be inclined to visual and spatial perception, sequential hearing, kinetic, sensitive, etc) so that the acquisition of knowledge and the development of abilities, as well as the process of putting that knowledge into practice and the development of new skills should be optimized. The goals of teaching are informative, the informing process being subordinated to the instruction. There are no maximal levels in teaching, and teachers have the didactic task to provide additional resources of information for the pupils who want to go into certain subjects in greater depth.  The teaching activity is made in both directions, so giving the pupils the possibility to be participant subjects in the teaching process and providing a constant feedback between teachers and pupils. Teaching should motivate pupils in order to make them acquire additional information, stir the interest in the matter of study and give the possibility for some additional questions to be asked with the purpose of clarifying details of the approached topics. Pupils will also have the possibility to present essays and topics of interest, in which case they may take the lead in the teaching of certain topics, and they are encouraged in this sense.  Teaching will be made both by transfer of information and by directing the process towards individual study on sources which are selected by the teacher or free and by displaying the results of the research of these sources by pupils.Practical and creative applications of the acquired knowledge will be encouraged. This can be made both during the classes in the compulsory official program and particularly during the optional classes in the « enrichment » program. Teaching should respect the pupils’ styles of study and their psychological and emotional features. In particular, for the children inclined to visual perception the classic teaching strategies do not cover these aspects, thus producing effects which sometimes are dramatic upon children with extremely high intellectual or creative potential. The following list of features may permit teachers to adapt their working style so that they can maximize the educational results of this group: Strengths                                                          Weaknesses  • they work easily on complex matters                                                • poor hearing memory, they do not remember the instructions step by step • systematic thinker                                        • difficulties in memorizing facts, weak at topics that require rough short memory such as foreign languages, biology, etc.• high abstract thinking                         • they confront with simple matters• keen on difficult puzzles                                  • they make mistakes at calculations • acute visual memory                                      • difficulties in phonic learning• creative, imaginative                          • difficulties with the orthography• good sense of humor                           • poor recognition of words • better at mathematical analysis than at calculations • better at comprehensive reading than at decoding                                                • difficulties in learning mathematical facts                                         • better at geometry than at algebra                  • absent-minded in class and easy to be distracted • better at physics than chemistry                      • disorganized, they forget details • fascinated by computer, especially by graphics on computer                     • they hate repetition and grind   • they love TV                                                   • they forget about homework • they love music                                               • careless in doing their work                 • daydreamer                                                    • difficulties in handwriting  Linda Silverman (1997)  The teaching style for children inclined to visual and spatial perception needs the following: ·         motivating the study by materials connected to what has been before and is to come, by personal experience ·         providing information balanced between concrete and abstract, principles, theories, patterns ·         balancing materials between practice and fundamental knowledge ·         using photographs, schemes, graphics, films, give demonstrations as many times as possible ·         using computer assisted programs ·         offering spaces of time in the reading process and writing on the blackboard for pupils, in order to give them the necessary time to understand the oral or written information ·         using temporal brainstorming in order to give pupils the opportunity to be active ·         offering open problems and exercises which require analysis and synthesis in order to balance the ordinary exercises ·         rewarding and notifying diversity and divergent thinking, appreciates creative, even though incorrect solutions ·         discussing in class with pupils on learning styles. Pupils should hear that their learning difficulties are not due to their being unfit   Evaluation of knowledge Evaluation of knowledge will be made in a multi-parametric way in the following directions: 1.                memorizing important data, norms, standards, formulas or laws which are expressed in a standardized way2.                acquiring the methodologies of work, algorithms or combinations of algorithms which lead to the solution of concrete or abstract situations3.                application to concrete cases and adaptation of them by extracting relevant data and determination of laws of generating phenomena as well as of algorithms of their evolution4.                standardized and/or creative expression of some solutions, situations, facts, in accordance with the goals of expression, market of target users, or of an intended strategy5.                evaluation or self-evaluation of stages which should be covered or which have already been covered, of means of quantification of the results and of the conformity with the intended goals6.                creation of optimal strategies for solving a problem, the additional information needed both at the level of orientation and of its quantity and quality, creation of tactics of approaching a problem. The goals of evaluation are formative, as well, as they give to those who are concerned the possibility to discover the strengths and weaknesses in the learning style and permit the creation of specific means of consolidating the strengths and correct the weaknesses. Beside evaluation of learning, a constant evaluation will be made in the following directions:

  1. organization of current programs in the school unit
  2. training and specialization of teachers, as well as their needs of improvement or of additional training in other directions
  3. degree of involvement of pupils/teachers in the activities of the school
  4. degree of socialization and conformity with the application into the social environment of the acquired knowledge
  5. degree of solving concrete situations or current crises by creative products or inventions
  6. quality level and directions of the school curricula
  7. absorption into the market of graduates and their social success
  8. degree of performance in contests or in the quality of products created in school
  9. others

 The evaluations will be made by:Home structured exercisesIndependent research which is carried forward and presented in classIndependent research presented in written formWork in group on research topics Experimental work with the report of resultsTestsEvaluations both for the evolution of pupils, and school functioning and efficiency of the programs will be made transparent to parents and interested persons, keeping the optimal level of confidentiality when necessary. Methodologies and typed and easily comprehensive forms will be created for the use of those who are interested. All these evaluations will be used in order to correct the deficiencies that have come out and make more effective the educational system, develop new programs and working directions, take decisions on the improvement of skills, or the development of new educational strategies. The decisions will be taken both as a result of quality evaluations and of quantity and cumulative evaluations, by correlations of the obtained results. Any decision taken within the gifted education system will come as a result of some local, national or world examinations and as a result of some spot evaluations on the decision orientations. The goals of the evaluations in science, for instance, are the following: 1.       offer courses that stimulate the pupils’ interest and provide enthusiasm for science 2.      develop knowledge and assessment of the specifically scientific processes to pupils or the way they may be applied in daily situations3.      encourage the pupils’ ability of working independently, but also in cooperation, of communicating ideas and their own opinions to other pupils 4.      learn how to make simple experiences and have a critical eye for the design of the experiment 5.      encourage the use of sciences in order to solve problems both under familiar and unfamiliar circumstances. Encourage personal evolution in a conscious way by the identification of strengths and weaknesses in the working style The training of the teachers The training of the teachers in the gifted education program will be made both in the sense of educational psychology and methodology and in the sense of the curricula they are to teach. In the sense of the educational psychology training courses will be periodically organized according to law and there will be an offer concerning in-depth studies such as masters and doctorates, conferences and workshops, congresses and exchanges of experience in the country or abroad. In the sense of the curricula to be taught expert magazines will be issued and a system of value acknowledgement will be set up by granting prizes of excellence for the most prodigious teachers, a system of online or paper format magazines containing the results of the research in their fields of study, as well as a professional who’ who will be organized.  All these means of motivation of the increase of performance will be accompanied by an offer of advanced courses in their fields or in related field. These courses which end up by some examinations will be periodically organized during holidays or permanently online and they will be taken into consideration in the evaluation of the professional evolution and in the wage system for the educational staff.  The role of expert teachers who work with target groups is the following:  1.            to enrich the experience of all the pupils by providing them information which have not been got at home          2.            to find out individual abilities of all the pupils and encourage them 3.            to develop and maximize the abilities of gifted pupils with highly specialized potential 4.            to further develop the abilities of pupils with performances 5.            to closely work with parents, tutors, mentors as the children’s talents go on developing 6.            to support teachers in the development of their own talents7.            to develop a culture of the school which should be oriented towards high levels of performance in all fields   Didactic methodologies Didactic methodologies practiced in the gifted education program will be differentiated according to the abilities of the pupils, their learning styles, the objectives of the curricula, the particularities of the school units, the degree and scope of absorption of information in the case of gifted children with disabilities and the need of individual education of many youths with special qualities. All the didactic methodologies used in the didactic process will be learned and practiced on experimental groups in the hours outside the compulsory program. Thus the teaching methods for children inclined to visual and spatial perception who think in images will be differentiated from the methods used for children inclined to sequential hearing who think in words. Methodologies that are fit for the compensation of certain weaknesses in the learning style of pupils will be used by the transfer of their strong features to their weak one and the conversion of their own style view to get the study more efficient. For this purpose teachers will work with pupils individually teaching them to understand the strengths and weaknesses in order to increase the level of performance. Thus teachers will train pupils in the direction of improvement of their learning style, of communication and socialization, the way of putting the information into practice, opening of the scopes of knowledge, of the creation of a moral and ethical character, the observance of certain values and qualities, the increase of the motivational factor, the abilities required for the attainment of some intended targets, etc.   For these purposes, the teachers shall be periodically trained in the educational psychology of gifted children.  Constant training There is a real need for professional development and opportunities of cooperation for the teachers involved in gifted education. Some of the topics and strategies to be included are:  

  • Understanding the policies of gifted education
  • Drawing attention upon the multiple procedures of identification
  • Practical knowledge of the various procedures used in the work with gifted pupils
  • Work in teams with other teachers for the preparation of materials necessary for lessons
  • Development of the forms structures for lessons
  • Development of projects to be made in cooperation and of various materials for the development of abilities
  • Formulation of the objectives of study for pupils
  • Presentation of good practice examples
  • Sharing ideas, resources and knowledge
  • Finding out solutions for newly appeared problems
  • Flexible use of the working time in school
  • Work at the implementation of policies

 The constant training is made both for teachers, parents, pupils and for the social environment which will enjoy the final product of the gifted education program. This constant training can be made by multiple means:

  1. courses
  2. magazines
  3. forums of specialized discussion  organized by specialized centers and by universities
  4. the integration of the parents into the activities and programs of the schools in the system
  5. of databases with specialized items
  6. specialized and psychological offices
  7. specialized materials edited by schools and meant for the parents, in which there should be explained the way of working and the methodologies of teaching, evaluation, management
  8. programs intended both to adults and pupils in which they should create means of constant self-manageable training in
  9. by other means

 Educational programs ·         Skilled teachers trained t provide multiple learning environments during their courses·         Teachers who can measure and calculate the gain in the pupils’ performance·         School principals and school community supporting educational programs ·         Appropriate resources for lecturing and learning  Educational programs will be prepared on a strategic basis following assessments and analyses made in the operation of the process of teaching, guiding, absorption on the market, etc. These programs will be prepared by a board in charge with their preparation, or taken over from the international experience and in both cases validated and corrected-completed by specialized centers, before their application. The adaptation of a program or its preparation lies with the schools, specialists having a consultative role only.Programs will be prepared with: aim, means, requirements, involved forces and level of specialization, financing, expected goals, stages, means of stage evaluation, specialists, and bibliography. They will be designed to cover precise needs with clear targets by each stage and will involve in the program operation both teachers, parents, the financial economic environment and pupils who should deem the program to be useful and desirable.Programs will be transparent and divided by stages so that one may assess its proper operation or its organizational, content or program division by stages related gaps.Among the used programs, there will be programs internationally validates gifted education experience: tutoring, mentoring, grouping, enrichment, acceleration, summer camps, teachers’ training programs, socialization programs, programs for peers to peers information exchange, programs for the involvement into current problems and crises and for searching solutions, etc.Gifted education and problems of gifted children should also be included in specific discussion programs. A list of topics in this direction is the following:What is referred to by the term of gifted?School failureDepression often masked by boredom Hiding abilities Understanding introversionUnequal developmentExaggerated competitivenessEnvy with hostility for the others’ abilitiesResponsibility towards the othersLack of people equal to youFair decision made in career Facing high expectations for you and for the others Cooperation activities Cooperation activities will be performed between the differentiated training centers, between research centers and institutes in the field, between specialized international centers and bodies, between research centers and institutes or economic units, between state centers and institutions, between centers and program financers, other cooperation activities.The enrichment program will use a network of tutors with special training in this field, which will have the compatibility with the involved pupils and where there will be a reciprocal assessment system for the compatibility and performance between tutors and pupils. The nomination of these tutors will be made upon parents’ recommendation, upon pupils’ recommendation, according to the obtained performance, according to the psycho-pedagogical skills.The network of mentors will cover the profound and precise and interdisciplinary expertise and will take over the pupils which are opened to or share interest in a particular field which cannot be covered by the general school offer. Mentors can be specialists in various fields, researchers, universities, or self-education persons with a wide expertise. The mentorship validation will be made by the high performance results obtained by the pupils. The mentor network will be used especially in exceptional cases or in the acceleration program at post-puberty ages. International cooperation activities will be performed between the concerned entities and will enable the enrichment of the local work experience with international experience in the field.Cooperation activities with financers will enable the starting of educational programs according to the market needs and the provisions of a social venture capital form by study scholarships for young people without material support, but highly skilled and capable of performance.Cooperation activities with the state institutions will enable the creation of training centers by strategic programs, in which one will select both young people and teachers proving special abilities and/or training.Cooperation activities with research institutes and with economic factors will enable the experimentation of creative products of young people, the adaptation to the problems of an economic entity, knowing the market needs and the possibility to create products covering these needs. All these cooperation activities will be quantified in credits and will contribute to the cumulative assessment of pupils.Cooperation activities will be achieved according to the development needs regarding school programs and the school policy, according to the needs for information specialized by interest fields, following the need for methodological training and specialized training for teachers and according to the pupils’ options for the fields where the school teachers lack a special expertise. There will also be cooperation activities for the application into practice of the acquired knowledge, for specialized training and other types. Parents of school pupils will also be involved in the cooperation programs of the school, other centers for gifted education, or higher education institutions, research or production also becoming potential collaborators. The quantum of cooperation activities will normally reach a third of the quantum of the school offer, exceptionally and following a specialized analysis in cooperation with the National Center for Differentiated Training, this quantum can be increased according to the selected program. Distance Training  Distance education shall be available both for geographically isolated pupils, for gifted pupils living in communities where they are singular or reduced in number, for pupils wanting to develop high cognitive skills and to participate in the programs from the gifted education system, especially in the enrichment program, both for pupils and teachers wishing to get training in this field. All these types of training will be validated by a system of credits, but they should be validated and followed in their operation by boards of specialists in gifted education of the National Center for Differentiated Training.The distance training will also be intended for parents of gifted children wishing to understand the psychological profiles of their children, or they need specialized consulting.Training programs for teachers will benefit from in-depth study diplomas. In distance training programs one will also use modules for the training in the classroom, summer camps, research and application modules monitored by specialists, research programs with the publication of results, programs for the promotion of results, methods or special research and other subprograms. Gifted children in the rural areas or in disfavored cultural communities  Gifted children in communities isolated geographically, culturally, socially, religiously or for other reasons have an increased personal risk level as compared to the others, because a system with imposed regulations without liberties for the personality development often suppress their tendencies of free personality development. Often, these children are turned into gifted underground and do not give to the society a valuable result according to their potential. Other times, they create only in the areas where they can be controlled and influenced by the restrictive environment, the results of this creations being discovered and acknowledged much later.These young people can be provided with the communication and training-study means by Internet, by the interest communities on the Internet, or by programs of identification and provision of educational distance alternatives. These young people showing a high potential and a strong desire of personal development belong to the category of priorities when granting study scholarships. The inclusion of gifted children in all areas is essential, otherwise there is the risk of losing this human potential with social risk because of their particular emotional development:Forms and expressions of emotional intensity:-Intensity of living, positive feelings, negative feelings, extreme emotions, complex emotions, identification with the others’ emotions-Body language expressed by stomach aches, skin reddening-Inhibition, shyness, shame-Strong affective memory-fear of anxiety, feeling guilty-Concern for death, depressive and suicide tendencies-Relationship feelings: emotional and attachment relations, care for the others, sensitivity in relationships, difficulty in adapting to new environments, loneliness (Piechovski 1979). The inclusion of gifted children coming from isolated or disfavored environments in gifted education programs leads, in exchange, to a radical change of consequences, motivating the young people for self-development. Generally, young people have a high level of self-motivation. Coming from isolated environments, they can evolve to very high value rates and may fundamentally contribute to the improvement of the original background. Methodologies for the central and local organization The organization of the gifted education system will be made in cooperation with county councils, with the local economic factors and with the National Center for Differentiated Training as well as with other public or private concerned institutions, including specialized organizations.The organization system will include specialized schools with programs oriented towards the local development needs, the network of schools using educational programs for gifted education, magnet schools, with programs specialized for obtaining high performance. These specialized schools will be created by the specification of curricula, of specialized studies or the involved teachers, of the development and financing potential. The operation endorsement will be issued by the National Centre for Differentiated Training that will also organize training courses for the involved teachers, supply educational programs and alternative curricula according to the decision of the school, as well as means of selection of the pupils and the methodologies of the activity evaluation. Diploma granted by these schools will be recognized following the assessment of results and performances thus receiving the accreditation of the Ministry of Education and Research. Assessment will be performed by mixed boards of specialists in gifted education appointed by the National Center for Differentiated Training and by the boards appointed by the Ministry of Education and Research.For accreditation, the following will be assessed:1) the selection method for teachers and pupils, methodologies and decision fairness2) the curricula offer and its appropriateness to the potential of teachers and pupils, and also to the local development needs regarding persons capable of high performance in key fields3) relation with the parents and their involvement in the school activities4) the professional and methodological training level of teachers5) the development of curricula and of educational programs in compliance with the regulations proper to gifted education6) the degree of involvement in the community life, of application of knowledge in the extra-school life, cooperation activities and practice in applicative center or programs 7) the school management, the teachers’ involvement in the decision-making process, equipment and the technical condition of the fixed or mobile patrimony 8) external collaborators and sponsorsThese assessments will be materialized into a characterization record which will be related to the center development policy. All this data will lead to the school validation when the weighted average by development objectives of the criteria results will be two standard deviations higher than that of an ordinary school. In the case of one standard deviation, the school will still operate being supported to develop a gifted education program for another one year, for two consecutive years, being subject to validation inspection twice at the most. Thus pupils will be provided with the opportunity of being transferred to another educational unit which will be able to grant them graduation diplomas in case the local gifted education center will not be validated.The already validated school will be inspected by the specialists’ boards any time when problems occur, one asks for an inspection in order to identify the problems, the educational development needs, or other cases. The request can be submitted by the principal, teachers, parents, the inspection expenses being borne from the school budget or from that of parents’ boards.The results of inspections as well as the school results of pupils will be transparent and visible for the concerned people, keeping the level of discretion in case of school results if parents ask for it.The rating of the teaching staff will be made according to the labour code with 8 hours a day, five days a week.The teaching staff will have a rate of 20 teaching hours per week, 10 hours for individual work with pupils in enrichment programs, mentoring, tutoring, work with parents, or other programs, two hours per day for lesson training and evaluation of the pupils’ results. One will separately rate the weekend activities, the participation in school specific activities which do not involve voluntary work, or the cooperation for various projects.The management staff will have a rate including: assessments, policy making, report preparation, organization and control, inspections of classes, , work with parents and other persons or institutions interested in school programs, identification and selection of materials and programs required for the school development, creation and maintenance of a network of internal or external collaborators.The auxiliary personnel will have a rate including: the maintenance and repair of fixed assets, training required for school activities, creation of fixed assets necessary for the school equipment, archiving of documents and their use as databases on paper or computer, maintenance and provision of materials necessary for the proper operation of school programs.A form will include no more than 20 pupils, at least 11 pupils, the employment being made in accordance with the personnel demand for vacancies. Assessment and control The evaluation of schools in the gifted education program will be performed by specialists in the filed with post-graduation studies, making up the network of collaborators with the National Center for Differentiated Training. The Institute will resort to the services of assessors according to the school assessment needs. Assessors will make up a separate professional staff, to which one can have access only by the professional recommendation of three of the staff members, this recommendation being obtained by means of attending specialized courses and by the publication of specialized results in internationally acknowledged magazines. Assessors will also be able to work as trainers in the programs for teacher’s training, with the endorsement of the National Center for Differentiated Training. Assessment methodologies will be groups specifically according to the methodologies for the identification of gifted children, of teachers in gifted education, of programs and educational policies proper to each school, to the way of school management, to the educational result on the labor market or in contests and examinations for entering the higher education institutions, to the methodological training level of teachers, to the relations with parents and with the local community and to other specific criteria. The assessment will be completed by a characterization sheet, with their assistance and under the guidance towards cooperation activities or training courses necessary for the improvement of the school activity. Rewards and promotions Rewards and waging will be made according to criteria of professional value checked following the assessment of pupils’ results and to their school progress, according to the qualification level in the gifted education methodologies validated by participation diplomas and regular examinations, to the level of involvement in the school activities quantified in a number of worked hours and according to the experience in gifted education quantified by the years of work in the field as compared to the performance results obtained during this time.Reward and waging will be sensitive in terms of the breach of the deontological or ethical and moral regulations, of abuses or mal-practices, of the application of abusive or improper work methods, upon the launching of critical situations or crisis situations for no reason whatsoever, of the breach of the applicable regulations, leading to wage sanctions voted by the school steering committee, up to the elimination from the teaching staff or to penal sanctions.  Tasks and abilities The teaching staff in the gifted education units has the following tasks and they should have the following abilities:-to know the didactic methodologies in gifted education-to know the learning styles proper to the categories of gifted children and appropriate teaching technologies -assessment of the school progress according to pupils qualitative and functional complex assessments, on a regular basis both by written tests or oral examination conceived so that they enable the identification of factors to assess, and also by specialized psycho-educational tests.-to permanently improve themselves in the methodologies of gifted education, in their field of competence, in related fields or in the fields required by pupils-to cooperate with parents and to regularly report the children’s progress-to work for the preparation of specialized curricula-to find the necessary resources for the illustration or deepening of the specialized study-to identify the skills, talents and interests for knowledge of pupils  Contractual Rules The cooperation between the National Centre of Differentiated Training and the gifted education centres shall develop on the basis of a contract, both in the case of teachers training, curricula diversifying, collaboration programs and in the case of the other programs that are offered from the centre. It is still on the basis of a contract that the offer of experts for the selection, evaluation or school training programs is made, as well as the programs offering collaborations or study grants, venture capital social venture capital or angel capital in the units that develop programs of inventiveness and/or creativity. Programs of evaluation and orientation and of mentoring that are supplied by the Educational Centre to parents shall be made according to the methodologies of the centres of psychological examination or for a price negotiated with the beneficiaries on the basis of a contract of cooperation. Head hunting programs supported by users of gifted youths able of high performance shall be accomplished when the youth is employed.  Alternate schools for gifted children Besides gifted education programs that shall operate in the school network and be accessible to all pupils through the “enrichment” method, specialized schools shall continuously be set up, where grouping pupils according to their abilities shall be made by starting from the scope of interests and reaching a specific field offered by school. All these centres shall have the right to function within “gifted education” programs by proving the availability of curricula that fits the school target, the abilities and expert training of the teachers that are involved, the ability of policy making and managing of the school leaders. Schools shall be able to be organized both in the public and in the private system, so long as they observe the rules of selection according to criteria specific to gifted education programs for children and they take part in programs that aim at improving the didactic performances of the “long life learning” type.  The system of grants for study within gifted education programs Grants for study and grants of performance shall be given by the State to schools involved in the “gifted education” program. The grants for study shall consist in grants that permit specialization on certain programs, learning materials, fees of participation to certain events, hostel and canteen, where such is the case. Grants for performance shall consist in fees of participation to superior study educational institutions within the country or abroad, the involvement in supplying certain grants for research, the paid participation to certain financed programs that fit the pupils’ direction of training.  As well, trade companies or economic factors that are interested in employing the graduates shall be able to give grants. These grants shall be given in a contractual form within social venture capital program.  The “Enrichment” Program The “enrichment” program shall be able to be used in all schools, both public and private. This program consists in implementation of curricula at the decision taken by the school, by transfer from various sources or created within the school, directed toward the areas of interest of the school policies, local community or broader paths and scopes. The “enrichment” program shall be able to be sustained by teachers having abilities and expert training in those particular fields, as well as by the parents or guests that have a professional experience on the fields taken into consideration, as guests within the program. Within the “enrichment” program, non-official educational methodologies may be applied, only they must fit the direction of development of the curriculum. Topics of interest beside the core curriculum may be tackled; development of the abilities, creativity, display of their own results, examination of new phenomena, new fields of recent knowledge, modern technologies, etc. may be encouraged.  Within this program, passions may be cultivated and interesting results may be displayed, topics of interest may be tackled and experiences may be exchanged among the participants, collaboration relationships may be consolidated and team work may be encouraged, work topics may be suggested and essays or research made by pupils may be exposed, etc. Gifted children prove to be oversensitive in the following senses, and that makes them self-motivated and extremely competitive  Psychomotor- extremely energetic, indefatigable, inquisitive Sensual – sensual and aesthetic pleasure Intellectual – strong potential of analysis and synthesis, theoretical thinking, key questions, learning, problem solving Imaginative – vivid and spontaneous imagination, sensitivity to imaginary realities Emotional – intensity of feelings, complex emotions and feelings, extremes of emotions, sensitivity, identification with other’s feelings, difficulty to adapt to changes. (Dabrowski 1972; Piechowski, cited in Silverman, 1993). For this reason the universities that offer enrichment programs must create an appropriate climate of performance. The offer of the universities as to enrichment programs must: A.    Offer special conditions to pupils in schools in order to give them the possibility to participate in various ways in the current university activities.           B.         Develop and offer educational options that are enriched and accelerated in universities for gifted pupils when they move from schools to universities and register for courses. C.         Offer specialized training and support for the teachers implied in gifted education programs. D.         Lead ad-hoc self-initiated assessments E.         Lead university research on the way the educational support for gifted pupils and students may be made more efficient, as this may encourage higher options for such students.    The support provided to pupils, parents and gifted education schools  Pupils in gifted education schools or programs, as well as their parents equally need to understand their psychological and intellectual nature, their perspectives, their strengths and weaknesses, how they can avoid social failure or others’ adverse reactions, how they can contribute to the public welfare, use their abilities in order to solve some problems or balance some difficult situations. They also need to understand the reactions of other people towards them, the hidden or problem-generating causes, their emotional limits and their own typical reactions in difficult situations. The earlier they will understand these aspects, the more they will avoid to transform their active potential into a hidden potential (gifted underground) or the strict development on field of interests that do not interest school education (gifted underachievers).    Personal abilities and the life long learning process  Motivation, cultivating esteem towards the others and themselves, the field of interests and knowledge horizons will give them the possibility to develop their personal abilities up to the level of performance as to reaching the planned targets and will emotionally and volitionally feed gifted children. The personal development process shall not be stopped at a certain age but it implies life long learning. This process is fundamental for the development and cultivation of personal abilities, as gifted children need the respect of the others and encouragement to freely express themselves, search specific information or offer their own products as a result of their creativity. Passionate tutors and a tutoring system able to recognize quality and encourage progress are needed for this personal development context to be put into practice and give the possibility to increase in time personal abilities at a level that exceeds the assessment capacity of the statistical norm.   Asynchronous development and program acceleration  The lack of synchronization of the development of the gifted pupils that surpass the intellectual value of their chronological generation, but have the same emotional demands as their generation is a cause of the special needs of and special development conditions required for these children.  From the intellectual point of view they need a personal development perspective that should not be limited by a narrow context, as well as from the emotional point of view they need an encouraging and protective environment. These characteristics are covered by the “acceleration” program in all its aspects; skipping one or more grades by direct examinations, particularly at the primary levels, but also existing at further levels; making one year instead of two, registration in advanced courses from a superior educational year, such as registration in faculty courses two years earlier than the age of admission to university, so that they belong to two categories of educational age at the same time. Transferable credits that register their progress are offered to them. Within the acceleration program exposition of the personal creation results or research and application results are encouraged at the value group for which they are suitable, regardless of the age of the creator.     Motivation and use of the ability to reach the targets  Motivation of learning for gifted children is fundamental for their complex, deep and balanced development. An education of the explanatory type based on learning and exposition of information can frequently offer so little motivation to such an extent that it lead to school abandonment in extreme cases. A correct motivation shall be made on the principle of the feedback between tutor and pupil, parents and pupil, taking into account that the latter has the tendency to deny the authority, but to respect human relationships and professional value. The success of the gifted education programs is mainly due to the appropriate selection of teachers able to offer motivation to pupils. A motivated pupil is an active participant to his own development, and his abilities and knowledge develop in direct proportion with the motivation and degree of the pupil’s intellectual and emotional involvement in the daily activity. For this reason, the teachers involved in gifted education programs are encouraged to study and examine the psychological mechanisms of the gifted children’s motivation and adequately put this information into practice.    Individualized programs  Many gifted children develop field of interests where they reach high standards of performance. This often passes unnoticed, but once at a level of development of their abilities on their field of interest, they develop their own learning styles and extend them on new directions, as well. That is why the need of teaching according to individualized programs appears, both for going into the depth and enriching the field of interest and for developing deep knowledge on related fields or distant fields but with lateral structure transfer from their field of interest. Within individualized programs on fields of more or less interest children have the tendency to reach extremely high levels of performance, knowledge, creativity or solving problems, and they are liable to become first-rate experts.The following criteria that are suitable for gifted children may be a Matthew Lipman guide (1995)  Critical thinking-       The importance of speed and logic of thinking• applicative• criterial• self-corrective• contextual Creative thinking -       The importance of the original, fluent training, and of flexible thinking • inventive• inquisitive• experimental• holistic Protective thinking-                        The importance of training in moral thinking and ethics • emotional • active• evaluative• normative Emotional development of gifted children  Many gifted children may easily be emotionally abused, especially at low ages, and in this case they may develop undesirable behaviour or disabilities. Within the gifted education system the relationships cultivated by the teachers will be of respect of the position, confidence, decisional responsibility, cooperation, fair play and evaluation of the qualities and results. An inappropriate emotional development in an unfriendly environment may cause the talents and abilities of the gifted youths to deviate towards antisocial actions, or professional failure.  They must follow the degree of balanced emotional development in the relations among children. As well as other children, they are exposed to the shocks of development from childhood and need support for managing their personal problems. Family is often not prepared to face this type of demands, as they frequently lack all kind of specific knowledge and/or abilities related to the psychological and emotional profile of the gifted child. For that reason the balanced emotional development is a constant target for the involved teachers and a constant research and object of study within the constant training gifted education programs. Harassment or abuse, offense or loss of motivation of pupils as “didactic” methods is forbidden practices that they punish by dismissal from the gifted education system.  Possible impacts of denying the grant of special attention to gifted and talented children:  School failure – bad social adaptation and social isolation depression - suicide, extreme sensitivity – paralyzing perfectionism stress- unequal developmentaggressively – mental confusion conflicts – frustration such consequences are extremely frequent out of the gifted education system. They waste or decrease the efficiency of the most capable group as to their ability to give outstanding social results. A whole category of youths with high intellectual potential and huge creativity, that is youths inclined to visual and spatial perception, become a group of risk, although they represent over 40 % of the school population with high abilities and able of performance.  Online programs – virtual schools for gifted children Gifted pupils often have fields of interest where they do not find a specific educational offer, but in which they wish to specialize. In these situations pupils may appeal to alternative forms of education, virtual schools that may offer the information requested by children. In case this information ends up with credits, these credits may be transferred to the pupil’s credits only if the used educational form is acknowledged form the point of view of the value, at the level of its contents, performances or applicability by the Ministry of Education and Research, the Educational Research Institute and the National Centre of Differentiated Training.   The system of transferable credits and acknowledgement of the quality of educational programs and the pupils’ results within these programs  In case pupils within gifted education programs participate in programs of enrichment through collaboration with online schools, acceleration programs or programs where they may go into the depth of knowledge, credits that will be able to be transferred to the educational system only as a result of settling protocols on the acknowledgement of quality both with the education providers and beneficiaries, faculties included. The credits will be acknowledged and transferred as a result of complex assessments of the utility, quality, validity, efficiency and accuracy of the taught information. The units that will be accepted in the network of educational information providers will be able to become part of the EDUGATE program. 

 Research in gifted education

Gifted education has developed as a result of studies and research made by psychologists, tutors, neurologists, sociologists, economists, geneticians and other experts. This research has been validated in time in different social contexts till they have come to fix some optimal working standards acceptable in the educational system. The increase in didactic quality in gifted education is due to the wide participation of those involved in gifted education programs. That is why, within professional training, teachers are trained haw to master the specific methodologies of the quantitative, qualitative and correlative research, express the research results by structural, statistical or other means and be able to transfer the research results to education and the creation of educational policies. Promotion of the training courses in gifted education is made as a result not only of the assessment of the marks but also of the accomplishment of some specific research. The research directions are connected to gifted education and consist of a long open list of topics. Such directions are: motivations, asynchronicity of development, correlations between IQ and other characteristics, the impact of the family, environment or social factors, the distribution of the directions of gift in parallel with the social and cultural structure, teaching styles, learning styles, distribution of the personal styles in relation with the pressure of the environment, etc.  The number of topics of research in gifted education is very large and has constantly been increasing. All these topics of research and results start from the teachers’ careful supervision. As to the professional promotion of teachers, research and personal results, knowledge of the relevant research are as important as the personal professional results. In order to facilitate the access to research in gifted education, there will be created databases with articles and studies, research and bases of information that include the curricula or social, economic or other consequences. 

  Gift at early ages

 ·         Educational programs of high quality for early childhood are very important for the children’s development

 ·         Early enrichment programs may lead to an increase in the children’s learning capacity

·         Gifted children are aware of their being different from others and must understand that this difference is acceptable

 ·         Gifted children have a stronger tendency to experience solitude owing to the mental age difference from their generation mates

·         School failure is easier to prevent at an early age  

Differentiated programs  

Some schools prove higher flexibility in offering information resources that give the pupils the possibility to reach a higher level of depth and complexity in the learning process.Some gifted pupils may receive enriched and additional information through:

§               Themes and subjects in the classroom §               Separate themes and subjects §               Partial themes and subjects §               Activities outside class (clubs, camps, tutors)  

Gifted children with learning difficulties  

Despite the existing myths about gifted children, they may have major learning difficulties, as there are cases of disgraphy, discalculy and other disabilities, even at children with a very high IQ. In the case of gifted children with physical or neurological disabilities, these disabilities may also exist. Even gifted children without disabilities may have serious learning difficulties in case the learning styles practiced by teachers do not correspond to their learning profiles. For example, a sequential teaching style based on memorization causes learning difficulties to pupils inclined to visual and spatial perception. For these reasons, according to the specificity of the problem, they organize methodological, as well as psychological and didactic courses for teachers. They form groups with learning particularities where efforts to develop the other hemisphere are also made, classes and special schools for gifted children with disabilities, where material and human resources of high quality are needed. These efforts are due not only to the care for humans, but also to the fact that the social success and social results of the gifted children with learning difficulties and/or disabilities may be extremely performing.  

Equality between sexes in gifted education  

In many cases teachers compare girls and boys in terms of abilities, interests and aptitudes in various learning areas.Teachers clearly describe the differences between the two sexes and establish classic aptitude areas for boys and girls. Teachers see the family and society as the essential factors in this orientation according to sexes and do not directly imply school. A single characteristic is mentioned about gifted girls, namely they meet the teachers’ favour. Most of the descriptions of specific characteristics refer to boys. Teachers see girls according to the feminine stereotype, which they find more cooperating, and prone to a protective and attractive attitude. Girls that do not belong to this stereotype are considered atypical or boyish.   By contrast, boys are considered more inclined to get spectacular results corresponding to the masculine stereotype.   These stereotypes of perception are very harmful for the development of gifted children and are not encouraged in the gifted education methodologies. Although these stereotypes are often stuck in some teachers’ minds, equality between sexes, as well as in other aspects makes this type of perception one of the factors of selection of the teachers that work in gifted education, in addition to the professional criteria.  

EDUGATE Program  

This program was projected for the following purposes:  ·       Drawing the attention and implementing public policies ·       Development of gifted education centres and increase in the number of schools within the gifted education programs ·       Development of pilot schools or magnet schools for training, visiting or research ·       Training of the teachers as to the specific gifted education methodologies and the implementation of specific gifted education programs ·       Development of the abilities to get funds for little school projects  The EDU-GATE projects concern: ·       Gifted education professional development for school and community ·       Improved identification of gifted pupils ·       Creation or transfer of specific curricula for the use of the class and school ·       A group of teachers involved in gifted education methodologies  ·       A group of teachers that make an active search for gifted and/or talented children and a group of teachers that should respond to their needs ·       A group of school managers that should organize the means needed for the flexible progress of the pupils’ abilities and learning capacities·       A group of schools that participate in EDU-GATE as to the cycle of planning and reporting ·       A group of pupils reported to be potentially gifted ·       A group of youths that benefit from adequate curricular services ·       Increasing possible learning means for children and potentially gifted youths ·       The problem of the difficulties of gifted youths and children in the economically, socially, culturally or geographically poor environments is taken into account ·       A leadership role in promoting the education of gift and talent at the national level, with exchange of information with the national or international organizations from the world network of professionals in gifted education  ·       A research role in particular areas, for example the connections among gift, development, social and economic advantages, social failure, exceptional cases, etc.·       Extension of the teaching programs towards supporting study and development of professional needs in this direction for the increase of the status and value of the labour force.  

The education for society

  The “gifted education” program forms an active and dynamic interface with the society and its needs in all its aspects, starting from targets and reaching means: As an educational program of a world on the way to globalization, gifted education focuses upon individual development at the maximal parameters of the children, and to this purpose they use the results of the research made on children that accomplished a visible personal development, namely gifted children. Gifted education represents the interface between social needs and abilities needed to solve these needs, as it is an emancipating program for the involved pupils and youths. At a certain moment they will come to bring the appropriate solutions to the current problems. For these reasons gifted education is a future-oriented program which studies the past, as well as present, open to what is new and modern both in science and technology or other fields. Gifted educations develops critical, lateral, complex and dynamic thinking, creativity and force to fulfill a purpose, to reach the maximal personal potential, the strictness in performing a satisfactory activity and responsibility in managing personal efforts, making decisions or organizing the social and economic system.      The role of the Ministry of Education and Research  ·         To assign teachers to training services within the gifted education area. These must include university and post-university degrees, and the diplomas in education must include at least one compulsory course within gifted education for students. Professional development is necessary in the creation of differentiated curricula within gifted education   ·         To obligatorily assign a unit of identification of gifted children, and training of the staff for nursery school both in universities and in specialized colleges ·         To facilitate by law the early admission of gifted children to high school  ·         To support the spread of gifted education research and programs  ·         To support the development of national policies regarding the early admission to school and training in schools specialized in gifted education  ·         To increase the number of gifted education school units especially where there are problems of economic development  ·         To assign the development of gifted education programs in schools  ·         To work in collaboration with the government in order to support research into gifted education by granted funds  ·         To contribute to financing of the gifted education programs by state funds and grants meant for the implementation programs  ·         To develop a national advertising campaign together with the universities and institutes that offer specialized programs, by offering grants to students, master students and doctoral students who will specialize in gifted education. ·         To cover the costs of psychological tests as to the intellectual gift in the public system.  ·         To work together with the involved factors and specialists on finding the means of financing the gifted education programs. These programs must not be directed only towards the classic fields, but also to the strategical fields where highly specialized human resources must be developed.·         To develop a national research program for talents on a long term in order to establish and maintain the funds needed for the identification and development of human resources of high performance. ·         To develop programs included in the core curricula with a view to encourage the abilities in the gifted education methodologies during the school period   Quiz for the parents within the Commonwealth area Options                                                                                Answer 1.      Have your children access to an adequate education                                                                                                   Yes/No                                                                                                                           [                                            ] 2.      Do you feel that the teachers of the school have the training required for teaching to gifted children?                                                                                                                                                                                      3.      Are the teachers in school trained for performance and work with gifted children? Yes/No                 4.      How many teachers in the school seem to understand the children’s emotional and intellectual needs       A =Not a single teacher        B =Some teachers                      C=All teachers5.      How many teachers in the school may be asked about the problems of gifted children? A/B/C            [      ]      A =Not a single teacher        B =Some teachers                      C=All teachers6.      Does your school make use of methods of identification of children with a high potential?                 Yes/No    [           ] 7.      Do gifted pupils in the school use to receive differentiated curriculum as compared to the other children in the classroom?                                                                                                                                  8.      Is the accelerated process common for all the pupils in the classroom?                           Yes/No             [    ] 9.      What topics have been discussed on grouping pupils according to their abilities? A/B/C/D/E                                          [   ]    A=none, B=mathematics, C=reading, D=others, E=more than one subject                        10.   Does your school offer mentorship for gifted children?                                                  Yes/No         [      ] Do you think that the education of you child is a factor of instability for his welfare?  11.   Please indicate which of the following would help teachers to work with gifted children?  a)      All the studies of the teachers should include training in gifted education       Yes/No     [                 ] b)      Implementation of methods of identification of children with high potential                   Yes/No        [      ]c)       Grouping according to abilities in ordinary classrooms                                                                                                                                       Yes/No        [      ]d)      Permission to accelerate study                                                                                    Yes/No        [      ]e)      Compacting the curricula in ordinary classrooms                                                           Yes/No        [      ]f)       Offer of tutors for gifted children                                                                 Yes/No     [                 ] Special classes for gifted pupils where the curricula should be made compact and the program should be enriched Additional funds for gifted education      Yes/No [                 ] 

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