Gifted & Talented Education at DIPS-G

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GIFTED & TALENTED EDUCATION AT DIPS-G

“The aim is clear. Each child-each of the young-should be able to advance to full capacity in accordance with general and special ability and aptitude.”

Paul Brandwein
Memorandum: On Renewing Schools and Education

PHILOSOPHY AND AIMS OF GIFTED & TALENTED PROGRAM AT DIPS-G

The education of gifted children in the DIPS-G is an educational initiative that works to provide a quality education for all our identified gifted students. The school recognizes the importance of differentiated learning experiences for gifted learners and acknowledges the value of integration within the regular program. The heart of Gifted Education is seen in challenging classroom-based instruction characterized by differentiated instruction, flexible skill-based groupings, complex integrated problem-solving challenges, and individually designed inquiry-based research projects designed to fit the academic rate and level of each student. The classroom program for gifted children is enhanced with additional activities and enrichment opportunities.

Gifted Education and UAE Law

Since 1979, the provision of special education programs and services in the United Arab Emirates (UAE) has evolved and expanded to recognize a wider variety of categories of special education, to promote inclusive education, and to ensure equal access to educational opportunities. Categories of special education now include Gifted and Talented individuals whose abilities, talents and potential for accomplishment are so exceptional or advanced that special education and support services are needed for the student to meet educational objectives and goals in the general education classroom.
DIPS-G, in alignment with the UAE Ministry of Education defines Gifted and Talented as follows:

“Gifted and Talented refers to having outstanding ability, or a great deal of willingness in one or more areas of intelligence, or creativity, or academic achievement or special talents and abilities such as oratory, poetry, drawing, handicrafts, sports, drama, or leadership capacity. More often the performance of the talented or gifted student is so exceptional or advanced that they require special provisions to meet their educational needs in the general education classrooms with support from special education teachers and resource room teachers. “Guiding Principles for Educating Gifted Children”

DIPS-G works to identify gifted learners and meet the academic needs of each learner. In addition, education for gifted children is designed to encourage self- direction, to promote social-emotional growth, to facilitate development of leadership behaviors, and to mobilize effective effort to support the development of the individual child’s potential.

Belief Statements
  • We believe that a gifted learner’s needs are best met through experiences that are differentiated in pace and depth. We will design instruction with a challenging level and pace for each gifted learner.
  • We believe that collaboration is essential to the success of a learner. We will work as a team to facilitate the learning of each gifted learner.
  • We acknowledge the importance of participation and inclusion in the regular classroom program to assure regular scholarly interaction with others. We will educate individual children in a community of mutually respectful learners.
  • We believe that students, parents and teachers are integral partners in designing educational programs for gifted learners. We will invite a productive partnership for planning and learning.
Programs for who are Gifted and Talented Students:

The students identified as Gifted and Talented have an exceptionally high level of capability in one or more subjects, or in areas of personal interests such as electronics or play writing. Gifted and Talented students require advanced educational programs to supplement the general education curriculum and provide them with a high level of enrichment activities. Enriched activities may include independent studies and vocational guidance which are detailed in a written document referred to as an Advanced Learning Plan (ALP) which is developed by a specialized team to meet the needs, interests and creativity of Gifted and Talented students.

Procedures for Identification of Gifted and Talented Students

All children have talents and gifts in various areas. For formal identification as a gifted learner, DIPS-G recognizes the following areas of giftedness:

  1. Intellectually Gifted
  2. Academic Talented in Reading and/or Math
  3. Psychomotor and Visual/Performing Arts

A teacher, parent or specialist may refer a child for identification at any time. With the referral, a case study begins. Students at DIPS-G can be identified at any and all grade levels. Students are identified after consideration of data reflecting a variety of factors. Such data may include but is not limited to test scores, teacher referrals, parent referrals and examples of student work. No single test, measure or score shall be the sole criteria for an identification. The identification process may take as few as six weeks or up to several years to complete.

Though gifted identification may occur at any time and the process may be tailored to meet the needs and situation of a specific child; DIPS-G has a system in place that allows for a periodic evaluation of students for identification.