Australia: A Community-Based Programme for the Gifted

Abstract

The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest priority in most school systems. These negative societal attitudes stem from the public's equation of gifted education with notions of genetic superiority and the establishment of an elite class. Thus, whenever schools are unable/unwilling to provide for these children's needs, the community has an obligation to ensure that these children are provided with programmes that will enable them to achieve at their highest levels. It becomes evident that all available learning resoures must be tapped to enrich and extend these children. Community support is particularly appropriate because it encourages the community to become actively involved in the enhancement of its most valuable natural resource, its bright children. As well, this enables youngsters to interact with practising experts who are willing to share their specialized knowledge and their familiarity with the demands of various professions and occupations. Since 1979, I have demonstrated the feasibility of this notion through my involvement in a community-based enrichment programme. This article describes a rationale for the implementation of a community-based programme and details the procedures used to keep this programme functioning for the last five years.