Gifted and Talented (GAT)
Gifted and Talented (GAT) Gifted and Talented (GAT)
Prep Gifted and Talented: Recognising GAT students Guidelines for recognising possible GAT students: The following characteristics are indications of potential GAT students. However, caution should be used when interpreting student’s behaviour – it is the frequency, intensity and combination of behaviours which provides evidence of giftedness. The six profiles of GAT students: (Betts & Neihart, 1988) Profile TYPE I, The High Achiever TYPE II, The Challenger TYPE III, The Underground Student TYPE IV, The Dropout TYPE V, Double Labelled TYPE VI, Autonomous Learner Characteristics • Most commonly identified as GAT. • Well liked with high level outcomes • Dependent rather than independent. • Not risk takers. • Could achieve more if more selfdetermining. • Usually highly creative. • Lack of support can result in rebellious behaviour. • Challenges any authority figure including parents. • Tries to hide giftedness. • Often in the middle years of schooling. • Anxious and insecure. • Long history of underachievement. • Requires substantial support. • Often at this stage as a result of demotivation due to inappropriate programs. • May have physical, emotional or learning difficulty. • Often impairment given attention whilst gift is ignored. • Independent and self directed. • Develop with appropriate program. Prep GAT 3
Prep Gifted and Talented: Referral procedures Teacher Awareness of possible GAT required through interaction with the student or Admissions Admissions Teacher to gather information indicating suspected strength Teacher to modify program/ approaches/ strategies etc. Note: Teachers seek support from teaching peers as well as informal discussions with GAT team and informal parent interviews/ chats Permission to gather information from external professionals is sought Parents complete nomination form Student may be viewed in their current educational setting Formal referral to GAT via teacher nomination form and parent nomination form 1 accompanied by information gathered GAT investigates case further and with the class teacher works to identify the needs of the child and further adjustments needed GAT and class teacher offer amended program Strength extended Note: Although it is currently not a legal requirement to keep a proof of adjustment folder for each identified student – it is coming and it may be a good idea to start getting into the habit. Alternatively, the portfolio is a good medium to document proof of adjustments. Outline of how TSS would be able to provide and accommodate alternative education GAT investigates case further and with the class teacher works to identify the needs of the child and adjustments needed GAT and class teacher offer amended program Note: Because each case is so unique and dynamic, the flow of this process will vary greatly according to each individual case. 1 Teacher and parent nomination forms can be downloaded from the GAT website or copied from this handbook Prep GAT 4
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Prep <strong>Gifted</strong> <strong>and</strong> <strong>Talented</strong>: Recognising <strong>GAT</strong> students<br />
Guidelines for recognising possible <strong>GAT</strong> students:<br />
The following characteristics are indications of potential <strong>GAT</strong> students. However,<br />
caution should be used when interpreting student’s behaviour – it is the<br />
frequency, intensity <strong>and</strong> combination of behaviours which provides evidence of<br />
giftedness.<br />
The six profiles of <strong>GAT</strong> students:<br />
(Betts & Neihart, 1988)<br />
Profile<br />
TYPE I, The High Achiever<br />
TYPE II, The Challenger<br />
TYPE III, The Underground<br />
Student<br />
TYPE IV, The Dropout<br />
TYPE V, Double Labelled<br />
TYPE VI, Autonomous Learner<br />
Characteristics<br />
• Most commonly identified as <strong>GAT</strong>.<br />
• Well liked with high level outcomes<br />
• Dependent rather than independent.<br />
• Not risk takers.<br />
• Could achieve more if more selfdetermining.<br />
• Usually highly creative.<br />
• Lack of support can result in rebellious<br />
behaviour.<br />
• Challenges any authority figure<br />
including parents.<br />
• Tries to hide giftedness.<br />
• Often in the middle years of schooling.<br />
• Anxious <strong>and</strong> insecure.<br />
• Long history of underachievement.<br />
• Requires substantial support.<br />
• Often at this stage as a result of demotivation<br />
due to inappropriate<br />
programs.<br />
• May have physical, emotional or<br />
learning difficulty.<br />
• Often impairment given attention whilst<br />
gift is ignored.<br />
• Independent <strong>and</strong> self directed.<br />
• Develop with appropriate program.<br />
Prep <strong>GAT</strong> 3
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