2007 COST Workshop Meeting the Needs of Gifted Children and Adolescents – Towards a European...

8/8/2019 2007 COST Workshop Meeting the Needs of Gifted Children and Adolescents Towards a European Roadmap

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Conference Report

COST Strategic Workshop

Meeting the Needs of GiftedChildren and Adolescents

Towards a European RoadmapMonday 26 and Tuesday 27 November 2007

Radisson SAS EU Hotel Brussels, Rue dIdalie 35, B-1050 Brussels

Source of the photos: Digital Photo Library of the Regional Policy Directorate-General of the European Commission


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COST Strategic Workshop:Meeting the Needs of Gifted Children and Adolescents Towards a European Roadmap

DAY 1 - Monday 26 November 2007

08.30 Registration and Coffee

09.00 Opening and welcome addresses

Martin Grabert Director, COST Office, Brussels

Peter Drl l Head of Cabinet of Commissioner Potonik

Hiltrud Breyer Member of the European Parliament

09.30 Session 1 - Introduction to the field

Chaired by: David Gronbaek, COST Office, Brussels, Belgium

09.30 Johannes Klumpers European Commission: DG Research, Directorate L: Science, economy and society

Funding policies09.50 Christian Fischer ICBF, University of Mnster, Germany

How to define giftedness and high ability?

10.15 Coffee Break

10.45 Session 2 - Research and applicationChaired by: Csaba Bde, Hungarian Student Research Foundation, Hungary

10.45 Franz Mnks Centre for the Study of Giftedness, Radboud University Nijmegen, The NetherlandsAn overview about gifted education in 21 European countries: inventory and perspective

11.15 Tessa Kieboom Centrum Voor Begaafdheidsonderzoek, University of Antwerp, BelgiumSpecific educational measures to promote all forms of giftedness at schools in Europe

11.45 George Betts University of Northern Colorado, USAThe Basic Autonomous Learner Model for the Gifted: Self-regulated learning

12.15 Lunch13.45 Johanna Raffan National Association for Able Children in Education, Oxford (NACE), United Kingdom

School improvement through self-evaluation

14.15 Wieslawa Anna Limon t Instytut Artystyczny, University of Torun, PolandModel of Specific Giftedness Structures (MSGS) Research and Appl ication

14.45 Daniela Ostatni kova Medical Faculty, Comenius University, Bratislava, SlovakiaBiomedical correlates of academic giftedness

15.30 Ema Olivei ra Department of Psychology, Universidad do Minho, Braga, PortugalEffects of academic acceleration: Findings with Portuguese students

15.45 Coffee Break

16.15 Session 3 - Panel 1 and Open Discussion: How do Lisbon strategy and high ability go together?

Chaired by: Tim Dracup, Ministry of Education, United Kingdom

Hans van der Loo European Union Liaison, Royal Dutch Shell, Belgium

Franz Mnks European Council for High Ability

Peter Csermely Semmelweis University, Budapest; Hungarian National Talent Support Council, HungaryScientific research training for gifted children in Hungary

Dieter Hausamann DLR_School_Lab, Helmholtz-Gemeinschaft, GermanyScience Labs and their potential for gift ed & and talented education

17.45 Closing session

19.00 Dinner


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Resolution: Action Plan for the Gifted and Talented an essential part of the LisbonStrategyEuropes competitiveness is a major goal of the Lisbon Process: The Union should become, by 2010 the

most competitive and dynamic knowledge-based economy in the worldcapable of sustainable

economic growth with more and better jobs and greater social cohesion... .

A major group in this regards are gifted and talented young people whose high cognitive and social potential

and creativity constitute an important basis of European innovation capability.

However, gifted and talented youth do not automatically develop by themselves, their capabilities and

aptitudes do not necessarily lead to outstanding performance. This will only happen if they are properly

fostered. We need to act now to support this particular group. Therefore, the diversified needs and abilities of

gifted and talented children and youth must be met so they may be positive contributors of society.

The European Commission is, therefore, requested to include the following items in the 7th FP,

Education, Lifelong Learning, Youth in Action and other relevant European programmes:

Development of effective learning and teaching strategies for gifted and talented in order to enhance

the effective eness of the education provision (defined as a benchmarking frame for the

implementation of the Lisbon goals)

Enhance the international cooperation through exchange of good practises to develop the potential

of our young people for the childs and the societys benefit.

Involve scientists, research facilities and industry in the development of education for our gifted and

talented

Establish and agree on common perspectives in order to enable the development of road maps

facilitating the exchange of experience

We need to improve the education and training of teachers and school administrations to advance

the provision of gifted and talented learners

Provide capacities for information-sharing and collaboration between G&T educators and policy-

makers

We need these objectives to ensure that the young people of the next generations will be equipped to meet

the tremendous global challenges ahead of us.

As a first step we strongly recommend to establish a European Gifted and Talented Working Group, its tasks

being especially:

Management of the communication between all partners involved in G&T education

Creation of a coordinated European G&T network (based on existing structures, e.g. ECHA),

Support the development and improvement of teacher education (e.g. European Masters Degree)

and teacher training

Support of G&T projects (e.g. Virtual School)

This resolution serves as a guideline for concrete measures of the Commission. We expect the Commission

to act now.

Brussels, 27 November 2007

COST Strategic Workshop: Meeting the Needs of Gifted Children and Adolescents - Towards a European Roadmap


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George Betts

Organisation University of Northern Colorado

Department School of Special Education: Area of Gifted and Talented

PositionDirector, Center for the Education and Study of the Gifted, Talented andCreative

Education (dates, degrees,universities))

1972 Ed. D. in Psychology, Counselling, Guidance, University ofNorthern Colorado

1969 M.A. in Psychology, Counselling, Guidance, University of NorthernColorado

1966 B.S. in Education, Phillips University History

Current research field andinterests

Emotional and Social Needs of the Gifted and Talented, IndividualizaedEducation for the Gifted and Talented, Curriculum Differentiation for theGifted and Talented, Autonomous Learner Model for the Gifted andTalented

Current research topicsProfiles of the Gifted and Talented, Autonomous Learner Model for theGifted & Talented, Individualized Education through the Development ofAdvanced Learning Plans

Publications

Betts, G.T. (2005). The Journey of Lifelong Learning. Marion, IL: Pieces

of Learning.Betts, G.T. (2004). Point/Counter Point Teacher-Differentiated orLearner-Differentiated Curriculum. Roeper Review.Betts, G.T. (2003). The Autonomous Learning Model for High SchoolProgramming. Gifted Education Communicator: A Journal for Educatorsand Parents, California Association for the Gifted.Betts, G. T. (2000). A place to belong: The summer enrichment programfor the gifted and talented. Journal for Highly Gifted. Dover, N. H.,Hollingworth Center for Highly Gifted Children.

Awards and honours

M. Lucile Harrison for Outstanding Professional Excellence, Universityof Northern ColoradoLifetime Achievement Award, Colorado Association for the Gifted and

TalentedDistinguished Service Award, National Association for Gifted Children,Washington, D. C.

E-mail address [email protected]


Speakers' Profiles


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Jutta Billhardt

Organisation Hochbegabtenfrderung e.V. Berlin

Position Chairwoman

Education (dates, degrees,universities)

O-levels

Current research field and

interests Education methods for highly gifted childrenCurrent research topics Enhancing educational techniques for highly gifted children

Publications

Billhardt, Jutta 1997: "Hochbegabte - die verkannte Minderheit"; Lexica,Wrzburg.Billhardt, Jutta 2004: "Das hochbegabte Kind in der heutigen Schuleund im Elternhaus"; Booklet, Bochum.


Csaba Bde

Organisation Hungarian Research Student Foundation

Position Director


2001 MsC Physics, Lornd Etvs University, Budapest2003 Patent law specialist, Hungarian Patent Office

2006 Ph.D Semmelweis University, Budapest


Statistics and talent support

Current research topicsEstimation of the paramters of a network module

Parameter estimation with missing data

Publications 8 peer-reviewed journal article

Awards and honours

2000-2001 National Scholarship2003 Award of the Hungarian Biophysical Society

2005 Hungarian Etvs Fellowship



Speakers' Profiles


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Hiltrud Breyer

Organisation European Parliament

Position Member


interests

Committee on Women's Rights and Gender EqualityCommittee on the Environment, Public Health and Food Safety.

Substitute for the Committee on Legal AffairsDelegation for relations with Japan


Wolf-Michael Catenhusen

Organisation Foundation "International Centre for High Ability Research"

Position

Chairman of the Board of TrusteesUp to 2005 State Secretary in the Federal Ministry for Education andResearch in Germany, 1999-2002, 2003-2005 German Member of theEducation Ministers Council in Brussels


1965-1971 studies in Latin Language, History and Social Sciences at

the Universities of Gttingen and Mnster, first and second stateexamination



Speakers' Profiles


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Peter Csermely

Organisation Semmelweis University

Department Department of Medical Chemistry

Position Professor


1982 Master of Science (honours degree) Etvs Lornd Univ.

Budapest (chemistry, pharmaceutical chemistry)1983 Ph.D. (summa cum laude) Etvs Lornd Univ. Budapest(colloidal chemistry, cell biology)1988 Ph.D. (summa cum laude) Hungarian Academy of Sciences(biochemistry, immunochemistry)1994 Habilitation Semmelweis University (medicine, biochemistry)

1994 D.Sc. Hungarian Academy of Sciences (cell biology, medicine)


Molecular chaperones and aging (www.chaperone.sote.hu), networks(www.linkgroup.hu), and talent support (www.kutdiak.hu,www.nyex.info, www.tehetsegpont.hu).

Current research topics

role of chaperones in the aging processrole of chaperones, stress proteins in cellular networksdetermination of network modules

finding of creative elements in networks

Publications

Number of scientific publications: 189Number of independent citations: 2647Cumulative impact factor: 477

h-number: 29 (number of papers with a better citation than their rank)

Awards and honours

1976 Apczai Commemorative MedalNational Chemical Competition, 2nd place8th International Olympics of Chemistry, 2nd place1977-1980 1st-3rd National Competition of Organic Chemistry, 2nd, 3rd

places and 9th, 10th International Competition of Analytical Chemistry,2nd, 3rd places1980-1982 National Scholarship of Higher Education1981 Outstanding student of the Etvs Lornd University1983 Outstanding student of the Hungarian Higher Education

1986 Tank Award of the Hungarian Biochemical Society1988 Celebrity of the Week Hungarian TV, channel 11989 Presidential Silver Medal of Outstanding Work1989-91 Fogarty International Research Fellowship Award

1995 Howard Hughes International Research Scholar's Award1996 Niveau Prize of the Hungarian journal, Nature

1996 Tivadar Huzella Award for the best basic science investigator ofthe Semmelweis University


Speakers' Profiles


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1997 Szchenyi Award of Outstanding Hungarian Professors1998 Best Science Educator of the Semmelweis University

1998 First BioTul Young Scientist Award1999 Niveau Prize of the Hungarian journal, Nature2001 Ashoka Fellow

2002 Peter Pazmany Award (Pro Cultura Hungariae Fund)2002 Anyos Jedlik Award (Hungarian Patent Office)2002 Markusovszky Award for the best 2001 paper of the HungarianMedical Weekly2003 EMBO (European Molecular Biology Organization) ScienceCommunication Award

2004 Best science communicator of the year (science journalist prize ofHungary)2004 Descartes Prize of Science Communication (top prize of theEuropean Union)2005 The Order of the Republic of Hungary, Knights Cross

2005 Golden Owl Award of the Hungarian National Student Research

Council2006 Pldakp Award for being a role model in Hungary


Tim Dracup

Organisation DCSF

Department Schools Directorate

Position Assistant Director, Improving Pupil Performance Division

Education (dates, degreesuniversities)

BA, PGCE, DipEd



Speakers' Profiles


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Peter Drll

Organisation European Commission

Department Cabinet of Commissioner Potonik

Position Head of Cabinet


Dr. jur.

Current research field andinterests Research policy


Christian Fischer

Organisation University of Mnster

Department International Center for the Study of Giftedness

Position Director

Education (dates, degrees,

universities)

1992 Teacher Training for Primary and Secondary Schools, StateExamination, Universities of Mnster and Bielefeld, Germany

1997 Studies in Psychology, Diploma, Universities of Mnster andBielefeld, Germany

2000 Doctoral Thesis in Educational Research, PhD, University ofMnster

2007 Postdoctoral Lecture Qualification, Priv.Doz., University ofMnster


Selfregulated Learning, Gifted Education, Learning Difficulties, TeacherTraining, Learning Strategies

Current research topics Strategies of Selfregulated Learning, Gifted Learning Disabled Children

Publications

Fischer, C. (2003). Hochbegabung und Lernschwierigkeiten. Journal frBegabtenfrderung, 3. Jg. H. 2. S. 21-29.Fischer, C. (2003). How to cope with learning difficulties of giftedchildren. In: F.J. Mnks & H. Wagner. (Eds.). Development of Human

Potential: Investment in our Future. (pp. 248-254). Bad Honnef.Fischer, C. (2004). Begabtenfrderung als Aufgabe undHerausforderung fr die Schulentwicklung. Journal fr


Speakers' Profiles


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Begabtenfrderung, 4. Jg. H. 1. S. 7-14.Fischer, C. & Mnks, F. J. & Grindel, E. (2004) (Hrsg.). Curriculum undDidaktik der Begabtenfrderung. Begabungen frdern - Lernenindividualisieren.Fischer, C. (2005). Gifted Education in Germany. In: F. Mnks & R.Pflger (Eds.), Gifted Education in 21 European Countries: Inventory

and Perspective. (pp. 35 - 41). Nijmegen.Fischer, C. & Fischer-Ontrup, C. (2006). Strategies of self-regulatedLearning in Gifted Education. In. K. Tirri & M. Ubani (Eds.), Holisticeducation and giftedness' (pp. 298-308). Helsinki.Fischer, C. & Ludwig, H. (2006) (Hrsg.). Begabtenfrderung alsAufgabe und Herausforderung fr die Pdagogik. Mnster.Fischer, C. Mnks & U. Westphal (2007) (Hrsg.). IndividuelleFrderung: Begabungen entfalten - Persnlichkeit entwickeln. (imDruck). Mnster.Fischer C. (2007). `Potential into Performance Konzepte der Begabungaus pdagogisch-psychologischer Sicht. In T. Khler (Hrsg.), Potenzialund Performanz. Begabungsforschung und Begabtenfrderung in

sterreich und Mitteleuropa. (im Druck). Innsbruck.E-mail address [email protected]

Burkhard Fricke

Organisation Nobel Laureate Meetings at Lindau

Department Council for the Lindau Nobel Laureate Meetings

Position Member of the Council


1970 Dr. phil. nat


Theoretical Physics

Current research topics Adsorption on surfacesPublications More than 400



Speakers' Profiles


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Martin Grabert

Organisation COST Office

Position Director

Education (degrees, dates,

universities)

1984 - Diplom-Ingenieur der Luft- und Raumfahrttechnik1989 - Doctors thesis on 'Integration of an optimisation strategy into amodular structured design synthesis of commercial aircraft"


David Gronbaek

Organisation COST Office, European Science Foundation

Department Individuals, Societies, Cultures and Health

Position Science Officer


1991 PhD Political Science, Copenhagen



Speakers' Profiles


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Dieter Hausamann

Organisation German Aerospace Center (DLR)

Department DLR_School_Lab

Position Head DLR_School_Lab Oberpfaffenhofen

Education (dates, degrees,

universities)

1985 Ph.D. (Dr. rer. nat.) in Physics, Albert-Ludwig-Universitt Freiburg,Germany

1985 Secondary School Teacher - Physics, Mathematics2006 Specialist for Gifted Education, Univ. Mnster/Nijmegen


Fourier transform and laser spectroscopy, optical technology,atmospheric remote sensing, remote sensing systems and applications,monitoring and surveillance of infrastructures, unmanned aerial systemsProfessional teacher, gifted and talented education


Extracurricular science educationScience education projects for gifted and talented secondary schoolstudents

Publications

Hausamann, D., Wilke, G., Taulien, M., Grixa, I. & Locherer, M. (2007).Geophysics and Satellite Remote Sensing An Enrichment Project of

the Hector Seminar. World Council for Gifted and Talented Children.17th Biennial World Conference. Warwick, UK, August 5 - 10 2007(submitted).Hausamann, D. & Schmitz, W. (2007). Enrichment at the Doorstep ofUniversity - The Einstein GPS Project. In: Proc. 10th Conference of theEuropean Council for High Ability. Lahti, Finland. September 13 16.,2006 (accepted).

Hausamann D. (2006). Frderung von Underachievern anauerschulischen Lernorten Beispiel DLR_School_LabOberpfaffenhofen. In: Proc. 5. internationalen Salzburger Kongresseszu Fragen der Hochbegabtenfrderung. Salzburg, 11.-13.11.Hausamann, D. & Furthner, J. (2005). Einstein und dieSatellitennavigation. In: Teichmann, J. (Ed.), EinsteinsRelativittstheorie in Wissenschaft, Technik und Kunst. (pp. 24-34).Reihe Wissen Vertiefen. Mnchen: Deutsches Museum.

Awards and honours Otto Lilienthal Research Semester 1995 @ JPL Pasadena



Speakers' Profiles


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Ulrike Kempter

Organisation

University for Teacher Training, Upper Austria +Austrian Research and Support Centre for the Gifted and Talented,Salzburg

Department Higher Education

Position Team member


1975 Mag. in languages Salzburg UniversityCertified Trainer of the ALM Model, University of Northern Colorado,Greeley


High ability support, curriculum development

Current research topicsImplementation of high ability programmes into regular classroomteaching

PublicationsArticles for "Journal fr Begabtenfrderung", High Ability Conference inMnster, translation and adaption of "The Autonomous Learner Model"by G.Betts&J.Kercher (publication due by the end of 2007)

E-mail address

[email protected], [email protected],

[email protected]


Speakers' Profiles


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Tessa Kieboom

Organisation Centre for the Study of Giftedness

Department Cooperation University of Antwerp

Position Director


1989 Master in Economics1998 PhD Social Sciences


Giftedness counselling and education

Current research topics Enrichment for gifted children in the primary school - genetic studies

Publications

T. Kieboom & A. Hermans hoogbegaafde leerlingen in de secundaireschool: hoogvliegers of kwetsbare vogels? Garant, 2004

T. Kieboom - Hoogbegaafdheid: als je kind (g)een einstein isLannoo, 2007Several articles in educational and psychological journals.


)

Johannes Klumpers

Organisation European Commission

Department DG RTD

Position Head of Unit


Graduated from the University of Munich (Dipl. Forstwirt) Ph.D. in Woodchemistry



Speakers' Profiles


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Wiesawa Anna Limont

Organisation Nicolaus Copernicus University

Department Departament of Art Education at the Faculty of Fine Arts

Position Professor


1972 MA in Art Education, Nicolaus Copernicus University, Toru

1983 Ph.D. in Psychology, Warsaw University1995 habilitation in Education, Adam Mickiewicz University, Pozna1999 Full Professor


Structures of the specific abilities, creative talents and creativeimagination; gifted education

Current research topics Social threats to pupils with outstanding talents

PublicationsTwo books, editor of ten books, the author of numerous scientific andpopular-science papers on psychology and education of giftedness andcreativity as well as the psychology of art

Awards and honours1996 habilitation award by Minister of Education (the best habilitationbook)

E-mail address [email protected], [email protected]

Todd Lubart

Organisation Universit Paris Descartes

Department Psychology

Position Professor


1994 PhD, Yale University, Habilitation Universit Paris Descartes


Creativity

Current research topics Creative giftedness, cross-cultural issuesPublications Several books and articles on creativity, and giftedness


Speakers' Profiles


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Awards and honours APA Berlyne Award, Citation in Who's Who in the world


Prof Franz Mnks

Organisation Radboud University Nijmegen

Department Center for the Study of Giftedness

Position Prof. em.


Dipl.-Psych., Dr. phil., Univ. Prof.


Gifted Education

Current research topics Self -Concept

PublicationsHeller, Mnks, Sternberg & Subotnik: International Handbook ofGiftedness and Talent. Ten books and more than 500 articles

Awards and honours Dr. h.c. mult.


Ema Patrcia Oliveira

Organisation University of Beira Interior

Department Psychology and Education

Position Invited Assistant Professor


1999 Graduation, University of Minho2007 Doctorate (PhD) in Educational Psychology, University of Minho


Educational Psychology

Current research topics Giftedness

Publications

Oliveira, E. P. (2007). Alunos sobredotados: A acelerao escolar comoresposta educativa. Dissertao de doutoramento. Braga: Instituto de

Educao e Psicologia da Universidade do Minho.Oliveira, E. P., Baptista, C., Fernandes, H. & Pessoa, P. (2007). Bateria


Speakers' Profiles


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de Instrumentos para a Sinalizao de Alunos Sobredotados eTalentosos (BISAS/T): Seu uso pelos professores junto de alunos comaltas habilidades. In A. Barca, M. Peralbo, A. Porto, B. Duarte da Silva& L. Almeida (Eds.), Actas do IX Congreso Internacional Galego-Portugus de Psicopedagoxa, pp. 1293-1304. Corua: Universidadeda Corua: Revista Galego-Portuguesa de Psicoloxa e Educacin.

ISSN: 1138-1663.Oliveira, E. P., Conde, S., Pessoa, P. E., Batista, C. J. & Fernandes, H.(2006). Testes de Pensamento Criativo de Torrance: Contributos para asua aferio. In C. Machado, L. Almeida, A. Guisande, M. Gonalves &V. Ramalho (Orgs.), Actas da XI Conferncia Internacional sobreAvaliao Psicolgica: Formas e contextos, pp. 358-367. Braga:Psiquilbrios. ISBN 978-972-98052-7-1.Simes, M. R., Santos, M. J. S., Albuquerque, C. P., Pereira, M. M.,Almeida, L. S., Ferreira, C., Lopes, A. F., Gomes, A. A., Xavier, R. E.,Rodrigues, F., Lana, C., Barros, J., San Juan, L. & Oliveira, E. (2003).Escala de Inteligncia de Wechsler para Crianas: Terceira Edio(WISC-III). In M. Gonalves, M. Simes, L. Almeida & C. Machado(Coords.) Avaliao Psicolgica: Instrumentos validados para a

populao portuguesa (Vol. I, pp. 221- 252). Coimbra: Quarteto.Almeida, L. S., Pereira, M. A., Miranda, L. & Oliveira, E. P. (2003). Ainvestigao na rea da sobredotao em Portugal: Projectos eresultados. Sobredotao, 4 (1), 7-27.Oliveira, E. P. (2003). Entrevista com Joseph Renzulli. Sobredotao, 4(1), 169-175.Oliveira, E. P. & Guimares, C. (2003). Campo de frias Estmulo aoTalento e Cooperao: Um programa de enriquecimento comalunos sobredotados e talentosos. Sobredotao, 4 (2), 123-135.Oliveira, E. P. (2002). Desenvolvimento scio-emocional de alunossobredotados: Risco e resilincia. Sobredotao, 3 (1), 151-166.Almeida, L. S., Oliveira, E. P. & Melo, A. S. (2002). Bateria de

Instrumentos para a Sinalizao de Alunos Sobredotados e Talentosos.Braga: Universidade do Minho (Edio dos autores).Sousa, A., Ramos, C., Santos, L., Correia, L. V., Almeida, L. S. &Oliveira, E. P. (2002). Bateria de Provas de Raciocnio Diferencial(BPR-5/6): Contributos para a sua validao e aferio. Sobredotao,3 (2), 231-244.

Almeida, L. S., Oliveira. E. P., Silva, M. & Oliveira, C. (2002). O papeldos professores na identificao de crianas sobredotadas. Inovao,15 (1,2,3), 163-179.Almeida, L. S., Candeias, A., Primi, R., Ramos, C., Rodrigues, A. P.,Coelho, H., Dias, J., Miranda, L. & Oliveira, E. P. (2003). Bateria deProvas de Raciocnio (BPR-5/6): Estudo nacional de validao e

aferio. Revista Psicologia e Educao, 2 (1), 7-17.Almeida, L. S., Silva, E., Oliveira, E. P., Palhares, C., Melo, A. S. &Rodrigues, A. (2001). Conhecimentos e percepes dos professores narea da sobredotao. Sobredotao, 2 (2), 139-153.Almeida, L. S. & Oliveira, E. P. (2000). Os professores na identificaodos alunos sobredotados. In L. S. Almeida, E. P. Oliveira & A. S. Melo(Orgs.), Alunos sobredotados: Contributos para a sua identificao eapoio. Braga: ANEIS.Almeida, L. S., Oliveira, E. P., Silva, M. E. & Oliveira, C. G. (2000). Opapel dos professores na identificao de crianas sobredotadas:Impacto de variveis pessoais dos alunos na avaliao. Sobredotao,1 (1,2), 83-98.

Almeida, L. S., Oliveira, E. P. & Melo, A. S. (2000). (Orgs.). Alunossobredotados: Contributos para a sua identificao e apoio. Braga:ANEIS.


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Oliveira, E. P., Melo, A. S., Caires, S. & Mendona, A. (2000). ANEIS:Um percurso implementado. In L. S. Almeida, E. P. Oliveira & A. S.Melo (Orgs.), Alunos sobredotados: Contributos para a suaidentificao e apoio. Braga: ANEIS.Palhares, C., Oliveira, E. P. & Melo, A. S. (2000). ANEIS: Programas deenriquecimento. Sobredotao 1 (1,2), 191-202.

Almeida, L. S., Santos, C., Oliveira, E. P. & Cruz, C. (1999). Escala deDespiste de Alunos com Altas Habilidades e Talentos: Estudo comprofessores do 2 e 3 Ciclos do Ensino Bsico. In A. P. Soares, S.Arajo & S. Caires (Orgs.), Avaliao Psicolgica: Formas e Contextos(Vol. 6), Braga: APPORT.Almeida, L. S. & Oliveira, E. P. (1998). Escala de Despiste de Alunoscom Altas Habilidades e Talentos. Braga: Centro de Estudos emEducao e Psicologia da Universidade do Minho.


Colm OReilly

Organisation Centre for Talented Youth Ireland

Department Dublin City University

Position Director


Masters in Education. Dublin City University


Impacts of special programmes on high ability students

Publications

Gifted and talented resource book (in publication Wiley)Social and emotional needs of Gifted Children (chapter) in Including theGifted and Talented edited by Chris Smyth (routledge press). Numerousinternational conference papers.



Speakers' Profiles


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Daniela Ostatnikova

Organisation Comenius University Medical Faculty

Department Institute of Physiology

Position Associate professor


1982 M.D., Comenius University Medical Faculty1988 PhD, Comenius Univesity Medical Faculty


Effects of testosterone on cognitive abilities in humans. Genetic factorsinfluencing relationship between testosterone and cognition


Biomedical correlates of intellectual giftedness and studies on genderdifferences in specific cognitive abilities. Genetic and hormonal factorsin etiology of autism

Publications

Ostatnikova D, Celec P, Hodosy J, Hampl R, Zdenek Putz, Kudela M.Short-term soybean intake and its effect on steroid sex hormones andcognitive abilities. Fertil Steril. 2007 May 19 [Epub ahead of print].Ostatnikova D, Celec P, Putz Z, Hodosy J, Schmidt F, Laznibatova J,Kudela M. Intelligence and salivary testosterone levels in prepubertalchildren. Neuropsychologia. 2007 Apr 8;45(7):1378-85.Celec P, Ostatnikova D, Hodosy J, Skoknova M, Putz Z, Kudela M:Infradian rhythmic variations of salivary estradiol and progesterone inhealthy men. Biological Rhythm Research, 37(1): 37-44, 2006.Celec P, Ostatnikova D, Caganova M, Zuchova S, Hodosy J, Putz Z,Bernadic M, Kudela M: Endocrine and cognitive effects of short-timesoybean consumption in women. Gynecologic and ObstetricInvestigations, 59: 59-61, 2005.Celec, P., Ostatnkov, D., Putz, Z., Hodosy, J., Bursk, P., Strka, L.,Hampl, R., Kdela, M.: Circatrigintan cycle of salivary testosterone inhuman male. Biological Rhythm Research, 34 (3):305-315, 2003.Ostatnkov, D., Pastor, K., Putz, Z., Dohnnyiov, M., Maaeje, A.,Hampl, R.: Salivary testosterone levels in preadolescent children. BMCPediatrics 2002, 2:5 (http://www.biomedcentral.com/content/pdf/1471-

2431-2-5.pdf).

Awards and honours

Ronald and Eileen Weiser Professional Development Award, 2005 forstudy and research at the University of MichiganGorazd Medal Award 2004, awarded by Minister of Education of SlovakRepublic for research and work with intellectually gifted children inSlovakia

Award for best publication in 2001, awarded by Slovak Association forHigher Nervous Functions of Slovak Medical AssociationAward for Excellence in Research, 2000, awarded by Mensa Educationand Research Foundation, Texas, U.S.A., for publication of originalfindings of lower testosterone levels in gifted prepubertal children (HighAbility Studies, 2000).



Speakers' Profiles


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David Pappie

Organisation Shell International

Department HR

Position Global Manager Recruitment


MSc Chemistry, VU Amsterdam; MBA Rotterdam School ofManagement '89


Johanna M. Raffan

OrganisationNational Association for Able Children in Education (NACE)European Council for High Ability (ECHA)

Position Founder Director (NACE), Secretary (ECHA)


1962/5 University of Wales


interests

School Leadership and Management, Classroom Provision, Self

Evaluation, Teacher Training

Current research topics School Self Evaluation, Early Years' Identification and Provision

Awards and honours Hon. LCP., F Coll T., FRSA



Speakers' Profiles


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Cornelia Schneider

Organisation EU-Bureau of the Federal Ministry of Education and Research

Department Contact Point Women into EU-Research (FiF)

Position Scientific Officer


Degree in Social Sciences (Educational Science, Psychology andSociology), University of Cologne, Germany


Cornelia Schneider has been working as a scientific employee at theEU-Bureau of the Federal Ministry for Education and Research in

Germany since 2003. She is responsible for the European Programmesin the fields of research and education (Research FrameworkProgrammes and Education & Training 2010 work programme). She isa member of the Programme Committee and the National Contact Point"Science in Society" and represents the German Federal Ministry ofEducation and Research in the Eurydice-Network and the Educationand Training Coordination Group (ETCG).


She is responsible for the Contact Point Women into EU-Research, aproject financed by the German Ministry. The focus of her work isgender equality in European Research and the promotion of femalescientists. Special priorities: gender mainstreaming strategies, womenin science & technology, ICT and entrepreneurship and activities tosupport young female scientists.

Publications

Forschungsfrdernde Rahmenbedingungen: Gender Action Plans - einwirksames Instrument zur Frderung von Chancengleichheit? in ZukunftBologna (A. Dudek / B. Jansen-Schulz), Frankfurt a.M., Germany 2007

Gender Action Plans an Effective Instrument for Promoting GenderEquality in the Sixth EU Framework Programme?" in conference reader:Gender and Citizenship in a Multicultural Context 6th European GenderResearch Conference. University Lodz, Poland 2006.FiF-Report - Successful Women Scientists in EU-Research, BonnGermany 2006.



Speakers' Profiles


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Julia Stamm

Organisation COST Office

Department Science in Society

Position Science Officer


2003 MA, Social Sciences2006 PhD, Political Sociology


European integration

Current research topics European political sociology

Publications"Unity in Diversity? - The European Parliament and its elite after the2004 enlargement", Nomos, 2008


Kirsi Tirri

Organisation University of Helsinki

Department Department of Practical Theology

Position ProfessorEducation (dates, degrees,

universities)

1994 Ph.D. University of Helsinki1985 M.Th. University of Helsinki


Gifted Education, Teacher Education, Moral and Religious Education,Cross-cultural studies

Current research topicsGifted Education, Teacher Education, Moral and Religious Education,Cross-cultural studies

Publications 18 authored or edited books, approx. 150 articles on these fields

Awards and honours

1994 Dissertation Award, The Finnish Educational Society1995 Dissertation Award, The Outstanding International Study of theYear Award, American Educational Research Association

1999 The Best Educational Research Award, Finnish ScientificAcademy


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2006- Member of the Finnish Academy of Science and Letters


Hans van der Loo

Organisation Royal Dutch Shell

Department European Union Liaison Office

Position Head


Graduated from Nyenrode University and got a Master Degree fromEAP, European School of Management, Paris, Oxford, Dusseldorf. Hiseducation included work experiences with Daimler-Benz in Stuttgart;Peugeot in Paris; United Biscuits in London and Brussels; andMcKinsey in Dusseldorf. As Shell participant in EU Training Programme(ETP) in Japan he worked as a trainee with JGC, Canon and Nissan.


Sieglinde Weyringer

Organisation European Council of High Ability; University of Salzburg

Department Education

Position Executive committeeEducation (dates, degrees,

universities)Mag. (master of education), Drs. (doctoral student)


Teacher education in high ability, school development, moral education,

Current research topics VaKE - values and knowledge education in an European dimension

Publications

Patry, J.-L., Weyringer, S., & Weinberger, A. (2007) Combining valuesand knowledge education. In: Aspin, D.N., & Chapman, J.D. (Eds.):Values education and lifelong learning. Dodrecht: Springer, 160-179

Awards and honours ECHA-Diploma cum laude



Speakers' Profiles


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Lszl Balogh, University of Debrecen, Hungary

Csilla Fuszek, Csnyi Foundation, Budapest, Hungary

Investment for the Long-run - The Talent-Care Program of the

Csnyi Foundation for Children

In the first part of the presentation we will present the theoretical framework of the Talent-Care Program established by

Lszl Balogh. The selection procedure is complex-based - we measure the following intellectual skills: the functional

elements of attention; memory (verbal, visual); the mechanisms of understanding and problem-solving thinking. In addition

we measure the creativity, learning-motivation and self-concepts; important part of the selection the teacher-opinions about

the students. The main part of the Program consists in the following: enrichment of the students with special lectures during

afternoons and at Saturdays, in cooperation with their original schools. Here, the aim is double: to look for and to develop

their special abilities and their personality, according to their individual needs.

An important part of our work is the cooperation with the families of the students in the developmental process. We measure

permanently the development of the special abilities and in addition we use more psychological tests: intelligence, motivation

of learning, learning techniques, anxiety, personality (Eysenck). On the basic of the results, we permanently modify the

individual developmental plans.

The main tools of the Program are the various types of enrichment activities for students. Among these activities we can find

special lectures, trainings in afternoons and during the weekends Students participate in regular individual and group

programs, special courses (i.e. methodology of learning, creative writing, cultural and sports events) and summer and winter

camps throughout the year.

In cooperation with their original schools the aim is double: to look for and to develop the childrens special abilities in those

areas in which they are gifted, and simultaneously assisting them to overcome their disadvantaged status in society.

As we already stated, the cooperation with the families of the students is an important part of the developmental process.

The Foundation operates community centres in which the children are taught individually and in group activities. Parents and

teachers meet each other in these centres, experts in various fields are invited to give presentations, local schools are

encouraged to participate in the centres activities as well.

Jutta Billhardt, Hochbegabtenfrderung e.V., Germany

Project: Virtual School for Highly Gifted Dropouts

In 1994 I founded the non profit association called Hochbegabtenfrderung e.V.. We have created courses for nearly 9000

children (IQ>120) outside of the school system. That way we can successfully monitor the learning needs of these children.

In 2000 the concept of a Virtual School was created and patented. Every year an estimated number of 10.000 gifted youths

fail in Germanys school system without obtaining a degree. The purpose of the Virtual School is to offer an individual

learning environment which is more intensive so the highly gifted dropouts can get several degrees after two years.

The Virtual School involves a real classroom with computers, cameras and large screens as well as a physically present

teacher and students. In other towns there will be similar classrooms with a supervisor instead of a teacher. All the

classrooms will be connected and the students can contact the teacher via the large screens. The whole knowledge from the


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years in school before has to be stored on the data base so the students can fill any gaps of knowledge during the lesson.

The Virtual School will make full use of the students ability to do multiple tasks at the same time. Every lesson will be

recorded on the data base. Highly gifted students outside, teachers in other schools and researchers can access the

recorded lessons. They can also be translated into other languages. Thereby it is possible to create a European Standard for

highly gifted students.

Csaba Bde, Hungarian Research Student Foundation, Hungary

The Student Research Movement in Hungary

In 1995 an unprecedented program was established in Hungary by Prof. Peter Csermely to help talented high school

students (between the age of 14 and 21) to find mentors who introduce them to scientific research in Hungarian universities

and research institutes. In 1996 the Hungarian Research Student Association was officially established, which gained an

overwhelmingly positive response from the Hungarian scientific community. We have nearly seven hundred mentors in 37

Hungarian towns, who bring talented and motivated students into their research projects. Since 1996 the number of the

involved students has been growing steadily thanks to the media support and the nationwide and international reputation.

During the last ten years more than 5000 students pursue research with a mentor and currently more than 2000 talented

students work in laboratories and institutes. Almost 50% of the students registered are and always have been girls, which

shows an equal and increasing interest for scientific research in both genders. The majority of these students live in small

villages (23%) and small towns (31%), thus the Mentorship Program helps the mobility of the underprivileged. More than half

(59%) of recruited students work in life science laboratories, while 27% and 16% pursue their research in other natural

sciences and social sciences.

The Association is a self-organizing system. A three-member student presidency, elected every year by the annual assembly

during the summer science camp, makes the financial and operative decisions. In 1998 the non-profit Research Student

Foundation was established to manage finances, such as the annual budget of the Hungarian Research Student

Association. Thanks to the continuous support of several companies and funds, the programs are always free of charge for

the students.

Peter Csermely, Hungarian National Talent Support Council &Semmelweis University, Budapest, Hungary

National Talent Support Program in Hungary

Hungary has long-standing traditions in talent support. Several high level colleges were flourished even in the late Medieval

Age, and nation-wide, state-organized talent support programs were repeatedly launched in the 19th and early 20th

centuries by ministers of education Jzsef Etvs and Kuno Klebersberg, respectively. The famous Fasori Lutheran

Secondary School, where John von Neumann, Jeno Wigner, John Harsnyi and other top scientists were educated, signals

well the level of these programs. From the second half of the 20th century talent support programs were also initiated by a

large number of NGO-s. The Scientific Research Association of Undergraduates promotes research training for more than

30,000 university students since 60 years in practically all Hungarian universities and colleges. By now we have severalhundred talent support programs in Hungary and in the Hungarian-speaking regions of the neighbouring countries. From


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2000 state-operated programs give mentorship for several thousand gifted students. These programs cover well the diversity

of giftedness and talent and most of them provide adequate care for the young talents. However, the programs are often

under-appreciated, not very well known by the public and young talents can not always find the best and nearest support

possible, even though this support does exist in their neighbourhood.

To provide a better and more efficient care for the gifted and talented two years ago, the most important talent support

organizations in Hungary and in the Hungarian-speaking regions of the neighbouring countries established the Hungarian

National Talent Support Council. The Councils major roles are

to provide a joint information source and database of all talent support programs (www.tehetsegpont.hu); to establish Talent-Points at each local region of Hungary, where adequate and personalized help can be

accessed by the interested young people, their family, friends or teachers;

to organize Talent Days to uncover local talent support activities and to enjoy the achievements of talented youngpeople;

to coordinate and extend existing talent support activity (to establish transition points between existing programsand entry-points for the underprivileged);

to adapt successful talent support programs from other countries, which do not have a matching program inHungary yet;

to promote the self-organization of talented young people and to provide help for the utilization of their talent; to establish local, nationwide and international Talent Support Councils and Talent Support Clubs to promote

sustainability of the projects;

to establish a partnership with the Hungarian legislature and government to provide a civil-control for state-organized talent support activities.

The above activities are supported by the Hungarian Parliament and government and will gain a support in the range of 40

million EUR from the structural funds of the EU between 2008 and 2013. We would like to invite all European talent support

organizations and activists to celebrate with us the Day of Talented and Gifted on each March 25th, the birthday of the

European and world-citizen musical talent, Bela Bartok.

Tim Dracup, Gifted and Talented Education Unit, Department forEducation and Skills, Ministry of Education, United Kingdom

International Collaboration

International Collaboration

1. Within Europe, we have prepared a draft action plan to improve international collaboration. GATEKeepers, a Drupal-based forum using social networking applications has been established at www.lgtinternational.org/collaboration to

provide an online space where G&T educators can share information about their current issues, discuss topics of

mutual interest and solve common problems. We used the World Conference itself to advocate ways of improving

international collaboration, such as through collaborative research activity and by establishing an international network

of centres of excellence. One key proposal, based on our experience here in England with National Quality Standards,

was that we might use the same methodology to develop International Quality Standards for G&T education.


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International Quality Standards

2. Many are inherently suspicious of standards-based approaches to improving provision, often because, rightly orwrongly, they believe that they will stifle creativity and inhibit innovation. Our experience suggests that, if a standards

framework is carefully designed and sufficiently flexible, these potential disadvantages can be avoided. Indeed, the

existence of a flexible framework can act as an incentive to creativity, since it is often easier to be creative within such a

framework than within a vacuum.

3. In developing National Quality Standards for domestic purposes, we have been struck by the positive reaction inschools and the commitment to a collaborative development process. Schools like the concept of a flexible framework,

strong enough to ensure that common standards are expected throughout the system, yet loose enough to allow

schools to adapt them to their particular circumstances. They have not experienced reductionism. They have seen the

value of the Standards in developing with and communicating to colleagues a set of reasonable expectations, as a basis

for reviewing current performance and as a tool for planning improvements. They understand the scope provided by the

Standards for school-based innovation and development.

4. If we accept the argument that we need to improve the scope and quality of international collaboration in G&Teducation, then our contention is that the development and adoption of International Quality Standards would provide a

suitably flexible framework to support that. We believe that the approach we have applied so successfully in schools

and that we are beginning to apply in local authorities would work equally well at state and national level.

Arguments in support of International Quality Standards

5. There is a powerful case for developing international quality standards. The process of achieving worldwide consensusin drawing up and agreeing the standards will involve the international G&T education community in working out a

shared understanding of the essential components of effective practice. The process is inherently valuable and at least

as important as the outcome, potentially more so.

6. The standards might embody the three-part structure we have used domestically, with different levels of expectation forcountries that are at entry level/under-resourced, improving/adequately resourced and exemplary/relatively well-

resourced. By developing a multilevel standard there will be built-in progression an entry level that all countries can

aim to achieve and, at the other end of the spectrum, challenge for even the most advanced.

7. Such standards can be continuously monitored by their users. Evidence of their application and usefulness in differentcontexts including robust research evidence - can be accumulated and used periodically to recast the standards, so

they continue to reflect our current understanding of best practice.

8. The standards would provide a common framework and agenda for development of national systems and forcollaborative activity, including:

a basis for independent or collaborative self-evaluation and improvement planning; for academic study and research into the effectiveness of national systems; for professional development and collecting and sharing examples of effective practice; and for other joint activity such as peer assessment, international consultancy, collaborative programme development

and problem-solving

9. They would provide a clear agenda around which international organisations like the World Council can focus their


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activities, including their future Conferences. These organisations may wish to strengthen their position and extend their

influence by offering accreditation of countries' progress against the standards. But the standards would encourage a

collaborative process. Because expectations of collaboration are typically built in most significantly at exemplary level,

countries achieving that level will be expected to lead international collaboration much more strongly than they do at

present

10. The standards would provide a firm basis from which organisations and individuals can lobby governments forimprovements in provision. International standards could be applied to states and within federal countries and regions

within countries; national, state and regional organisations responsible for G&T education could develop their strategies

specifically to address the shortcomings they identify. The standards could provide a firm basis for legislation and

national guidance. If Governments wished to add to the core standards, they could do so, but might be expected to

justify this in terms of value added rather than value removed.

What might an international quality standard contain?

11. It would be a mistake to pre-empt the process of discussion and agreement leading to the agreement of such standards,but a good starting point for the discussion is potentially provided by the US NAGC district standards see

http://www.nagc.org/uploadedFiles/PDF/Standards_PDFs/k12%20GT%20standards%20brochure.pdf and by our

English draft local authority Quality Standards at http://www2.teachernet.gov.uk/QualityStandards/

12. Our domestic experience suggests that to be successful, standards must be as crisp, clear and concise aspossible. If the text is overly long and dense, the tool will be that much harder for the users to engage with. Here is a

possible list of the different elements that an international quality standard might include, intended to provide a starting

point for the interactive element of this workshop.

National direction Distributed leadership

Policy direction and development

Strong national infrastructure

Engagement in global collaboration

Support for learners Effective provision in classrooms and schools

Effective learning and partnership beyond the classroom

Curriculum flexibility, choice and pathways

Pupil direction and parental engagement

Social, emotional and pastoral support

Support for the education system Continuity, transfer and transition

Effective educators at all levels

Securing high quality research

Promoting innovation and sharing best practice

Resourcing, efficiency and value for money

Outcomes Effective identification, assessment and data analysis

Improving standards and progression; effective personalisation andnarrowing of achievement gaps

Monitoring and evaluation for continuous improvement


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How might an international standard be developed?

13. There are several possible routes. One way forward would be to convene a standing conference of representatives frominterested countries, ideally forming a cross-section covering all continents and all levels of current provision, to develop

draft standards for consultation, with a view to final ratification at the next World Conference in 2009. The development

of the standards could be undertaken virtually for the most part, though the group would probably need to meet two or

three times for face-to-face discussion during the two year period. The cost would need to be met by those who can

most afford it: subject to Ministerial approval England would be willing to contribute towards the cost of development

workshops. GATEKeepers would support all necessary virtual interaction.

Christian Fischer, International Center for the Study of Giftedness,Germany

How to Define Giftedness and High Ability?What does it really mean to be gifted and how can schools and other institutions identify and teach gifted children and

adolescents? These questions are important to meet the needs of highly able individuals. Gifted education becomes more

and more an important aspect of schooling in Europe and most of the European countries realize some forms of gifted

education intheir school-systems. Therefore persons, who work in this field, should know the fundamental conceptions of

giftedness and how these conceptions apply to the identification and instruction of the gifted. That means in concrete to

compare and contrast the strengths of the different definitions of high ability as well as of the various models of giftedness.

This theoretical knowledge is essential for the practical activities of teachers, administrators and researchers but also of

politicians, who are on the way towards a European roadmap in gifted education.

Prof. Dr. Burkhard Fricke, Nobel Laureate Meetings, Germany

The Lindau Nobel Laureate Meetings A Best Practice Model forthe Promotion of Gifted Scientists

The Lindau Nobel Laureate Meetings are a globally recognised forum for the transfer of knowledge between Nobel

Laureates and young researchers. Lindau Knowledge Networks stand for high scientific standards, internationalism and

interculturalism. The scientific programme comprises lectures, seminar talks and interdisciplinary podium discussions spread

over several days. It reflects current scientific topics and deals with developments covering different fields. The Lindau

Dialogue is characterised by numerous personal encounters between Laureates and best talents. Both the scientific

programme, as well as the evening events provides a platform for dialogue between the scientific elites of today and

tomorrow.

The presentation will focus on one of the main goals of the Lindau Meetings: to build international networks of gifted

scientists. It will introduce the Network of Academic Partners of the Nobel Laureate Meetings and show how council and

foundation measure scientific excellence.


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Dieter Hausamann, DLR_School_Lab Oberpfaffenhofen, Germany

Science Labs and their potential for gifted & and talented education

The mobilisation of Europes innovation potential is a key success factor for the Lisbon Strategy, the attraction of young

people to science and research being one of its elements. At the end of school, in the transition phase to university, it is of

great importance for students to come into close contact with highly demanding professional situations. Especially in science

and technology and especially for gifted and talented students regular school curricula often cannot provide this lead. In so-

called science labs operated by institutions involved in research and development, talented school students can be enabled

to incorporate the role of a researcher, since this is extremely helpful for them when making decisions about their future

profession.

The DLR_School_Lab Oberpfaffenhofen established by the German Aerospace Center DLR is a science lab specially

equipped to help secondary school students experience science first-hand. Supervised by scientists and science andengineering students they perform hands-on experiments with high-tech instrumentation used in aerospace research.

Thereby they gain an impression of the content and methodology of modern research and experience the day-to-day work of

scientists and engineers. This typical concept of a science lab allows defining tasks and projects going far beyond the

standard curricula. Therefore, such facilities are especially suited to attract talented students to science and technology. In

this sense science labs provide an important strategic instrument to implement the Lisbon Strategy.

Ulrike Kempter, State College of Teacher Education, Austrian

Centre for the Gifted and Talented, Austria

The Autonomous Learner Model as a possibility of differentiation inorder to meet the needs of high ability students in regularclassroom teaching

Teaching (high school) children I have to meet several challenges: learners vary in their diversified needs, schools vary in

their possibilities to provide opportunities to the special needs of all students, teachers are continuously faced with designing

activities appropriate for different levels of ability. What happens worldwide is that educational programmes in general meet

the needs of the less able students much more than the special needs of the very able ones. But it cannot be a question of

either or. We have to meet the needs of all children.

The Autonomous Learner Model by G.Betts & J.Kercher originally focused on helping the gifted child to realize his/her full

potential and experience fulfilment and personal growth in and out of the school setting. As most teachers are confronted

with heterogeneous classes rather than homogenous ones, however, I have tried to implement the ALM in regular classroom

teaching in Austria (as have done many teachers in the USA, Canada, New Zealand etc.). So I would like to raise the

following questions in my statement:

What is the main goal of the ALM?

What are the advantages of the ALM?

How can it be adapted to European standards?

Which components could be taken over for a European road map for high ability support?


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Wiesawa, Anna Limont, Nicolaus Copernicus University in Toru,Poland

The Model of Specific Abilities Structures (MSGS) Research and

ApplicationThe Model of Specific Abilities Structures was an attempt at explaining the existing differentiation of abilities as one kind of

specific ability which would facilitate interpreting the differentiation between giftedness connected with a specific domain,

discipline and field of activity. Each kind of ability can appear in a specific field of activity the result of which can be a

productive, reproductive or creative in character but it can also concern a sensitive and understanding recipient. In the

MSGS the creative activity can be divided into two groups: D spelled with a lower-case c innovative in character, changing

the point of view but not introducing new values and ideas and the creativity spelled with a capital C, outstanding,

revolutionary, as a result of which new ideas and new fields of activity emerge.

The MSGS has been built of five areas where three of them: S (simple abilities), D (divergent thinking), C (creativeabilities) cover structural components of specific ability and two areas: P and E include personality (P) and environmental (E)

factors affecting the development of abilities, however not determining the specificity of abilities. Three areas S, D and C

overlap creating four sub-areas: SD, SC, DC and SDC which cover relevant structures of specific abilities which differ in

quality. Areas P and E surround the structures of specific abilities affecting the process of crystallizing and development of

abilities.

Todd Lubart, Universit Paris Descartes, France

Creative Giftedness

The nature of creative giftedness is examined. A multivariate perspective is presented indicating how cognitive, conative

(personality-motivation), and environmental factors contribute to high creative potential. A resonance perspective on the

development of creative potential is described. In this view, the resonance between the school, the individual with his or her

cognitive and conative profile, and the family socio-cultural environment leads to the emergence, or suppression, of creative

giftedness. Support from empirical studies in elementary- school children is provided. The importance of individual

differences is highlighted and implications for fostering creative giftedness in schools and at home are proposed.

Franz Mnks, Radbound University Nijmegen, The Netherlands

An Overview about Gifted Education in 21 European Countries:Inventory and Perspective

In 2001 the German ministry of Science and Education gave the assignment to make an inventory of gifted education in

European schools. Since the investigation started before the extension of the European Union up to 25 Countries, in this

investigation are included the then 15 member states plus Hungary, Latvia, Poland, Romania, Slovenia and Switzerland. The

data of the final report were updated till December 2004. The inventory includes an investigation of the following six topics: school legislation, regulations and guidelines


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identification and identification criteria specific gifted education services teacher training and upgrading research and professional care priorities and expectations

In most countries there exists a legislative status of gifted children. Teacher training and upgrading improved during the

research period in most countries. An interesting finding is the situation in Finland. There is no specific law for the gifted but

nevertheless there exists a high degree of individualization. From the very beginning there is differentiation of curriculum and

instruction. These are the core elements of gifted education. In addition, the teacher training is qualitatively and academically

very high beginning with the kindergarten teachers. For all countries it is essential that gifted education becomes an integral

part of the basic curriculum of teacher training.

Ema P. Oliveira, University of Beira Interior, Portugal

Leandro S. Almeida, University of Minho, Portugal

Effects of Academic Acceleration: Findings with Portuguesestudents

The purpose of this communication is to analyse the impact of academic acceleration in terms of the psychosocial and

academic adjustment of students. The sample was formed by 227 students who were attending the 2nd Cycle of Basic

Teaching (5th and 6th grades), in public and private schools. The experimental group was comprised of 107 accelerated

students (by early entrance to grade school or skipping one year of primary schooling). A comparison group was comprised

of 120 students from the same classes of the previous group, who did not however benefit from academic acceleration.

Several instruments of psychosocial and educational evaluation were considered, including interviews with parents and a

scale for teachers.

The results suggest significant differences in favour of the accelerated students in the psychological tests applied, as well as

in teachers perceptions about students abilities and motivation. This superiority occurs, also, in the generality of the

curricular matters, excepting Visual and Technological Education and Physical Education, as well as in some dimensions of

the self-concept, especially in the dimensions School Competence, Social Acceptance and General Self-Esteem.

Finally, parents show satisfaction with this educational provision, the cases of parental dissatisfaction being associated with

acceleration practices more motivated by the childs age than they are by the precociousness of development, a fact that

contradicts the sense and logic of national laws that should be applied to these cases.

Colm OReilly, Irish Centre for Talented Youth, Dublin CityUniversity, Ireland

Working with Young People of Exceptional Academic Ability.

The Irish Centre for Talented Youth (CTYI) at Dublin City University provides academic courses for high ability students aged

6 to 16 from all over Ireland and abroad. The Centre provides college like courses for academically talented students to allow


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them to fulfil their potential. Each year up to 4000 students participate in academic classes and correspondence courses at

the Centre.

This paper will focus on the successful implementation of university style courses with students of exceptional academic

ability. The benefits of these students working at a faster pace and in greater depth with the subject material will be

discussed. Social and emotional effects of grouping high ability students together in a university environment will be

explored. Research on the impact of the programme on the students, their parents and their teachers will be presented

during this paper.

Daniela Ostatnikova, Medical Faculty, Comenius University,Bratislava, Slovakia

Biomedical Correlates of Intellectual Giftedness

One of the principal objectives of neuroscience is to explore the origins of the diverse mental capabilities and to find theinteractions between neurons and the nervous system and other functional systems of the body. One of the specific

regulatory systems influencing the biology, cognition and behaviour are the hormones. Testosterone was hypothesized to

influence cognition during intrauterine period as well as during postnatal life. Fetal testosterone, which peaks around the

middle of the pregnancy, affects brain development by slowing down the growth of parts of the left hemisphere, thus,

relatively enhancing the growth of homologous parts of the right one.

The organisational effect of testosterone on cognitive performance was studied in more than hundred prepubertal

intellectually gifted children who were compared with children from general population and their mentally challenged peers.

The results proved significantly lower testosterone levels in gifted children and mentally challenged in comparison to control

group. Findings of other studies on adult healthy population indicate nonlinear relationship between testosterone and spatial

performance, with moderate levels of androgens being associated with better spatial ability.

The research was supported by grants AV 4/0038/07, VEGA 1/3438/06 and VEGA 1/3420/06.

Johanna M. Raffan, Founder Director NACE, United Kingdom

School Improvement through Self Evaluation

The evidence that the National Association for Able Children in Education (NACE) has gathered from schools that address

the issue of School Improvement shows that they do so with a rigorous self evaluation framework at the heart of their work.

The features of a school self evaluation framework must include the whole school in the process, attitudes of staff and pupils,

leadership and management, classroom provision, involvement of parents, involvement of governors and an understanding

of how this can be achieved.

This session will look at the success of this work in England and Wales.


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Johanna M. Raffan, Secretary of ECHA

Towards Greater Cooperation in Europe

The World Council for Gifted and Talented Children held their biennal conference in Warwick, England, in August. It was the

largest world conference ever held, 900 delegates from 60 countries. Seven rapporteurs were appointed from around the

World to interview delegates from every country. They were asked about their countrys achievements, current policies and

projects and their hopes for the future.

This presentation will give a brief overview of the outcomes and will, hopefully, give us an indication of where we need to go

in Europe.

Cornelia Schneider, EU-Bureau of the Federal Ministry of Educationand Research, Germany

Promoting Young Female Scientists

On the average, women represent 50 percent of all first-year students each year, although they mostly leave school with

better grades. The ratio changes at post-doc level. In Europe 57 percent of all graduated scientists are men and 43 percent

are women, with a further decrease in the percentage of women the higher up in the hierarchy one goes. At the top of the

scientific community, the ratio diminishes to a mere 15 percent of women as compared to 85 percent of men.

To fulfil the Lisbon goal Europe will need an estimated 700 000 additional scientists. To optimally use all available talent, theEuropean Union needs well-qualified and gifted women.

Therefore it is necessary to attract young female talents into Research & Development careers and support them on their

way up the career ladder. Necessary actions are:

1. to prevent stereotypes and attract girls and young women to pursue a career in science

2. to mentor girls and provide more role models,

3. to provide support at the PhD and postdoc level and

4. to establish academic structures that allow female scientists to build up (international) networks.

In Germany the Contact Point Women into EU-Research (FiF) provides support for gifted young female scientists. FiF is aninformation and communication platform. At the Contact Point female researchers find advice, expert knowledge and

networking opportunities.

The overall objective of the Contact Point is to promote female scientists to get involved into EU-Research projects.

Following generations of female students will experience more female scientists as positive role models, and networking

between female scientists becomes easier with an increasing number of colleagues. At a long term, more high potential

female scientists can be attracted for a career in science.


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Sieglinde Weyringer, University of Salzburg, Austria

Character Education in a Virtual School for Gifted Students: Two

Concepts Combined

Gifted students are attributed to have the cognitive potential for leadership in their domains of ability. Leadership is combined

with responsibility-taking for consequences as well as for persons. So mastery in leadership requires not only academic but

also socio-emotional knowledge, will-power, personal strength and orientation towards decisions for action. But in research

and in training programs the special needs of gifted students concerning the development of these specific personal attitudes

are widely neglected. Settings of far distance learning and virtual classrooms show a similar lack of concepts for individual

development of aspects of character and personality.

VaKE values and knowledge education is a didactical approach, which combines character education and knowledge

acquisition and integrates the use of internet. This approach has been applied very successfully in a special training program

for gifted young students from different European countries to enhance the awareness and consciousness for European

citizenship. VaKE has an effect on the development of personality. Virtual schools and distance learning environments offer

appropriate possibilities to continue with this idea.


Abstracts


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About COST

COST- the acronym for European COoperation in the field of Scientific and Technical Research- is the

oldest and widest European intergovernmental network for cooperation in research. Established by the

Ministerial Conference in November 1971, COST is presently used by the scientific communities of 35

European countries to cooperate in common research projects supported by national funds.

COST supports COST cooperation networks (COST Actions) with EUR 30 million per year and brings

together more than 30 000 European scientists involved in research with a total value exceeding EUR

2 billion per year. This is the financial worth of the European added value which COST achieves.

A bottom up approach (the initiative of launching a COST Action comes from the European scientists

themselves), la carte participation (only countries interested in the Action participate), equality of

access (participation is open also to the scientific communities of countries not belonging to the

European Union) and flexible structure (easy implementation and light management of the research

initiatives) are the main characteristics of COST.

As precursor of advanced multidisciplinary research COST has a very important role for the realisation

of the European Research Area (ERA) anticipating and complementing the activities of the Framework

Programmes, constituting a bridge towards the scientific communities of emerging countries,

increasing the mobility of researchers across Europe and fostering the establishment of Networks of

Excellence in many key scientific domains such as: Biomedicine and Molecular Biosciences; Food

and Agriculture; Forests, their Products and Services; Materials, Physical and Nanosciences;

Chemistry and Molecular Sciences and Technologies; Earth System Science and Environmental

Management; Information and Communication Technologies; Transport and Urban Development;

Individuals, Societies, Cultures and Health. It covers basic and more applied research and also

addresses issues of pre-normative nature or of societal importance.

For more information: www.cost.esf.org



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About COST Individuals, Societies, Cultures

and Health

This Domain supports the development of knowledge and insights for citizens, democratic debate and

decision-making in the public, private and voluntary spheres. The following examples illustrate aspects

of potential research topics in this Domain. The scope of the Domain is not restricted to these

activities.

The development and behaviour of individuals and groups: Mind, cognition and complexity;

Language development; Learning; Creativity; Socialisation; Identities and Attitudes; Gender;

Vulnerability and resilience; Decision-making and risk-taking, etc.

Social, Economic, Political, Cultural, Historical and Technological Structures and Processes,and how these persist and/or change: Economic development; Governance and citizenship; Social

cohesion; Poverty and inequality; Health and wellbeing; Public safety and security; Human impacts on

the environment; War and conflict; International and inter-group relations; Risk and regulation;

Institutional and organisational frameworks; management; Health systems and policies; Families and

parenting; Inter-generational relations; Education and skills development; Labour markets; Work and

Leisure; Welfare regimes; Demographic change and migration etc.

Cultural Diversity and a Common European Future: Languages, literatures, music and art;

Regional/national histories and European history; Media and communication; Values continuity and

change; People and landscapes/cityscapes; Locational and spatial variation; Cultural heritage;

Cultures of food and drink; Philosophies of humans, nature, science and society; Everyday cultures,

etc.

Inter-disciplinary topics linking social science/humanities perspectives with the natural, medical and

engineering sciences are particularly welcomed by this Domain, provided that the social

science/humanities aspect is predominant.



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Isabel [email protected]

Belgium

Avi [email protected]

Department Head

Education in Technology and Science

Technion - Israel Institute of TechnologyIsrael

George [email protected]

Director & Professor of Special Education

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2007 COST Workshop Meeting the Needs of Gifted Children and Adolescents – Towards a European...

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