TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
Introduction
The Tasmanian Association of the Gifted (TAG) is affiliated with the nationwide
advocacy and support group Australian Association for the Education of the
Gifted and Talented (AAEGT). We are encouraged by, and wish to express our
support for, many aspects of the discussion on the Review of the Tasmanian
Education Act. In our response we wish to make this support clear and to
highlight a few areas where the Act might more clearly enhance education
provisions for gifted and special needs young people.
Background
Giftedness is most commonly understood as referring to people with an IQ in the
top 10% of the population, i.e. those with an IQ of 120 and above. Based on this
understanding, and the 2011 figure of 95,500 residents aged 0-15 years, it is
estimated that Tasmania is home to roughly 9,550 gifted 0-15 year olds.
However, this simple definition masks a broad diversity including individuals
representing between 1 in 10 and 1 in 3 000 000 people.
For young exceptionally and profoundly gifted children (those in the upper 2%
of the IQ bell curve), sensory experiences, emotions, relationships and thought
life are often more intense and can be overwhelming. Many gifted young people
also have a learning difficulty such as ADHD, Autism, Dyslexia and Processing
Disorders thus making their educational needs very complex. Some are limited in
identification and extension due to being from non-English speaking/culture,
low socio-economic or rural backgrounds.
The Columbus Group have coined the term Asynchronous Development in order
to define giftedness from the perspective of those who experience it.
Giftedness is asynchronous development in which advanced cognitive
abilities and heightened intensity combine to create inner experiences
and awareness that are qualitatively different from the norm. This
asynchrony increases with higher intellectual capacity. The uniqueness of
the gifted renders them particularly vulnerable and requires
modifications in parenting, teaching and counselling in order for them to
develop optimally. (The Columbus Group 1991)
As Silverman explains, the term Asynchronous Development,
highlights the complexity of the individual’s thought process, the intensity
of sensation, emotion, and imagination, and the extraordinary awareness
that results from this fusion. Asynchrony also involves uneven
development and feeling out-of-step with societal norms. All of these
factors contribute to vulnerability. (Silverman 2013)
Intensity of life experience impacts on children’s ability to engage with learning
and social experiences through all stages of education and may result in their
being misunderstood and underserviced. Conversely, boredom and lack of
learning often lead to stress, depression, disengagement, stimulation seeking
behaviour and underachievement or dropping out. These outcomes can also lead
to lack of identification of gifted children and underservicing of students.
TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
Key elements of educational, social and emotional wellbeing for gifted and dual
exceptional students are:
 Opportunities to learn and interact with peers through groups such as
TAG, inter- and intra-school programs and various forms of acceleration;
 Challenging extension such that students learn from a young age that
effort is necessary to reach goals;
 Opportunity to experiment and take risks to counter perfectionism and
rigid thinking;
 Identification of disabilities, abilities and gaps in learning; and
 Accounting for the above in Individual Education Plans and assessment.
While we acknowledge the Act is a more general document and not necessarily
the place for gifted and special needs students in detail, we feel the preceding
information is contextually important.
Current provisions in Tasmanian education and the Act:
The Act currently refers to Individual Education Plans, special schools and
special education. Section 40 allows for transfer of school or class at the
Secretaries discretion. This may be applicable where a child needs to be
accelerated or needs the opportunity to study at a non-neighbourhood state
school. Section 46 allows for the early entry of children into schooling providing
it is in their best interest. In practice a committee that has established guidelines
for assessing ‘best interest’ not drawn from the Act oversees early entry. The
topic of early entry is returned to on page 5.
Children with IQs ranging from 55-200 may be educated in Tasmanian State
schools. This is an unrealistic expectation for teachers many of whom have
received almost no education on children with special needs and/or abilities. In
2011, the Tasmanian branch of the AEU made note of this in their response to a
review on disability standards, stating:
It is also worthy of note, that postgraduate training in special education,
formerly available at the University of Tasmania, was ceased when the
inclusion policy was implemented. The level of expertise and special
education knowledge within the Department has accordingly diminished.
(Tas AEU, 2011)
Two per cent of children (1,910) may be estimated to have an IQ below 70 (the
intellectual disability support cut-off in other states where they are catered for
with extra support, funding and special schools). An equal 2% (1,910) can be
expected to have an IQ over 130. Children in this bracket range from moderately
to profoundly gifted and many experience similar sensory and social dysfunction
as their counterparts at the opposite end of the bell curve as noted above.
Enrolment for Tasmanian students is currently limited to schools in the home
area. This may pose a significant problem for gifted students living in areas
where the local schools are performing at a low standard. In this instance, it is
likely that there will be a large gap between the abilities of gifted students and
other students in the class. Gifted students are often disadvantaged academically
by lessons that are aimed far below their ability level, and socially by the lack of
intellectual peers found in the class.
TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
While it is currently possible, in policy terms, for students to be extended,
accelerated by grade or subject and connected with peers in their region, these
opportunities are rare. A small number of schools differentiate and extend well
but acceleration of any kind is uncommon. This is despite extensive evidence
that a well-planned and supported acceleration is the most successful way to
meet the academic, social and emotional needs of gifted children. Overall, it is
our experience as teachers, parents and support network, that teachers and
schools are underequipped firstly to identify and secondly to provide for the
diverse learning needs of gifted and dual exceptional children.
Other states
The NSW Education Act 1990 No8 has a guiding principles or ‘objects’
component. Section 6(1) states that all people involved in educating children are
to have regard for “(j) provision of opportunities to children with special
abilities”. This section also contains many other related and valuable topics such
as
 assisting each child to achieve his or her educational potential
 encouraging innovation and diversity
 mitigating educational disadvantages arising from the child’s gender or
from geographic, economic, social, cultural, lingual or other causes
 provisions for children from non-English speaking backgrounds
 recognition of the special problems of rural communities
 special educational assistance to children with disabilities, and
 development of a teaching staff that is skilled, dedicated and professional.
The NSW Act also gives the Minister the ability to arrange additional assistance
including financial assistance, facilities, courses of study, staff, staff training or
distance education for children with special needs inclusive of those with special
abilities (Section 20 (1) and (2)).
Victoria’s Education and Training Reform Act 2006 provides the principles in
section 1.2.1 of children’s access to a high quality education that (i) realises their
learning potential and maximises their education and training achievement;
ii) promotes enthusiasm for lifelong learning. Section 1.2.2 allows for attendance
at selective government schools where appropriate.
Options for reform
 Enshrining the interests of children with special needs and abilities in
legislation reflects an understanding of the importance of education for
strong life outcomes for all children and for the benefit of Tasmania as
noted in the foreword to Discussion Paper;
 TAG supports the inclusion of a Principles/Objects section in the Act
within which special needs and special abilities learners are recognised as
in the example of the NSW Education Act (Section 6(1) j);
 Ensuring acceleration is not prohibitive through guaranteeing provisions
for Early entry and making sure graduates are not punished for early
completion;
 Clarifying the roles of children, families, community, teacher, principal
and department. Policies and procedures for extension and acceleration
TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
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exist calling for the teacher, school parents and the education department
to each carry responsibility. The discussion paper suggests adding
sections to clarify the role of the teacher, we support this but would like
to suggest the role of the department be included also.
TAG would like to see teacher training regarding special needs specified
in the act and incorporated as a component of the teacher registration
process.
TAG would like to see formal recognition in the act that gifted children
have special needs in schooling that place them outside the ‘norm’ and
thus require a range of interventions if the child is to maximise their
potential. At the very least, these interventions should be outlined in an
Individual Education Plan for all children identified as having special
needs: gifted, dual exceptional and learning impaired.
The Tasmanian Association for the Gifted would like to see flexibility in
choice of schools for parents of gifted children in the same way that
students with special needs at the lower end of the spectrum are provided
for.
TAG would like access for gifted students to selective schools as in NSW
legislation Section 29(2), schools outside their home area with a record of
providing suitable learning environments for the gifted and to distance
education courses designed for the gifted. This latter is especially
important for students in small rural communities where geographic
isolation enhances social and academic isolation.
Response to Discussion Paper
Guiding Principles for Education.
TAG supports proposed changes to the ‘Guiding Principals’ for Education,
specifically:
 Assisting each child to achieve his or her educational potential; and
 Children and young people have access to a high-quality education that
develops their potential and maximises their educational achievement.
We recommend the addition of the following principles:
 Education is embedded in the Tasmanian community.
For special needs and gifted children the broader community is a rich
source of experience and mentors.
 Education is a key foundation for strong life opportunities, attitudes and
confidence.
Lack of appropriate education for gifted children can result in knowledge
gaps and disengagement as detailed above. Identification and appropriate
education can increase the chance of better life outcomes and better
outcomes for Tasmania.
 Acknowledgement of special needs and abilities.
As in the NSW Education Act 1990 (Section 6(1) j).
 Play, creativity, exploration and experimentation are essential to the
generation of innovative ideas and healthy citizens and therefore also to the
State’s social and economic advancement.
TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
Parent, Community and Education partnerships.
TAG supports increased partnerships between schools, parents and the
community. In particular, TAG would like to see schools work more closely with
parent organisations such as TAG and Autism Tasmania in order to improve
access to information, resources and professional development for teachers.
Role of the teacher.
TAG would like to see the role of the teacher and principal extended to include
recognising the diverse characteristics and needs of gifted students, and catering
for these accordingly through provision of enrichment, differentiation, extension
and acceleration options. Such an expectation needs to be supported by access to
professional development and provision of the appropriate training in university
teacher education. To this end TAG recommends that responsibilities of the
Education Department are also laid out in revised legislation.
Safe schools
TAG supports initiatives to build respectful, understanding and tolerant school
cultures. Some gifted students, as with any exceptional student, can’t help but
stand out in academic, sporting, creative or social arenas. This is especially so for
those students with high sensitivities, who are 2E, from non-English speaking or
disadvantaged backgrounds.
Enrolment.
Whilst TAG supports beginning formal schooling at an earlier age (in line with
other states), it is important that the act does not force gifted students to stay in
school until a later age if they have already completed their education due to
being accelerated. Flexible options such as dual enrolment in University and Year
11/12 are supported though may need to be expanded for rural students. Section
95A of the NSW Education Act allows for the granting of HSC after completion of
a ‘special course’ of study – that is, a course designed to meet the learning needs
of children with special abilities/needs.
Early entry
As stated, TAG supports beginning formal schooling at an the same age as
students in other states, however, provision for early entry remains important
and should be continued. In NSW children may start Prep/Foundation at 4 at the
Principals Discretion. In Victoria parents are to apply to the Regional Director
providing a child is 4 years old from by April 30 and has an IQ above 130.
Current legislation allows early entry where it is in the child’s best interest but
does not define ‘best interest’.
The Early Entry Committee administering this process for Kindergarten entry
has defined ‘best interest’ as children no younger than 3.5 years at January 1st,
with an IQ over 130 and showing no/low signs of social/emotional asynchrony.
However, young, highly gifted children commonly have over-excitabilities, are
easily overwhelmed or are socially and emotionally mismatched with age peers.
It is important that over-excitabilities or a strict age cut-off do not necessarily
exclude students from early entry. In some gifted children apparent immature
emotional behaviour is a sign of stress that can diminish when they are in an
appropriate learning environment and with intellectual/mental age peers. It is
also true that for others emotional and social readiness is further off. Early entry
TAG Response to Discussion Paper for
Review of the Tasmanian Education Act
should remain an option but needs to be assessed in a way that does not work
against the innate characteristics of the gifted.
School operations
TAG recommends the integration of simple policies for identification of children
with special needs/abilities. Such policies may include annual Professional
Development for new teachers, a regular agenda item in staff meetings and
completion of checklists at the end of Term One. Teachers also need to know
how to prepare and implement Individual Education Plans. Professional
Development for school psychologists on assessment for giftedness would also
be a simple though high impact measure.
In the Act such provisions may appear as Department requirements to provide
professional development and assessment resources.
Conclusion
It is clear for the parents and educators who are members of TAG that schooling
can have a pivotal influence on the learning and life outcomes of children with
special needs and/or abilities. It is our hope that provisions both broad and
specific can be can be integrated into a revised Education Act for a Tasmania
which we see as full of possibility.
Sources:
Education Act 1994 - An Act to provide for and regulate education in the State
(Tasmania)
Education Act 1990 No. 8 (New South Wales)
Education and Training Reform Act 2006 (Victoria)
Karen Rogers, The Relationship of Grouping Practices to the Education of the
Gifted and Talented Learner http://www.gifted.uconn.edu/nrcgt/rogers.html
AEU Submission for the Review of Disability Standards, AEU Tasmanian Branch,
2011
Tas DoE Acceleration and identification policies
Early entry info for Vic and NSW
Discussion Paper
Tas Early Entry Committee Terms of Reference?
Material on readiness for school?