Policy approaches and initiatives for the inclusion of gifted students in OECD countries
Auteur(s) : Alexandre Rutigliano and Nikita Quarshie
Editeur(s) : Organisation de Coopération et de Développement Économiques - OCDE (OCDE)
Date : 12/2021
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and implement gifted education programmes. This paper starts with an overview of the extended academic literature on the definition and identification of giftedness. It then describes OECD countries’ policy initiatives to respond to the needs of gifted students and to foster their inclusion in education systems. Following the Strength through Diversity project’s framework, the analysis focuses on the areas of governance, resourcing, capacity building, school-level interventions, and monitoring and evaluation of gifted programmes. The paper finds that a greater emphasis is placed on the governance of gifted education, often related to broader equity and inclusion concerns. Nonetheless, further research and evaluations are needed to understand what policies and practices can best benefit gifted learners while ensuring positive educational and well-being outcomes for all students.
Télécharger le document : https://www.oecd-ilibrary.org/.../policy-approaches-and-initiatives-for-the-inclusion-of-gifted-students-in-oecd-countries_c3f9ed87-en
mot(s) clé(s) : besoins éducatifs particuliers, enfance, adolescence, jeunesse
