NSW School Policies


Gifted & Talented Policy https://www.det.nsw.edu.au/policies/curriculum/schools/gats/PD20040051.shtml

  • 3.1 states – Gifted and talented students are found in all communities regardless of their ethnic, cultural or socio-economic characteristics. The gifted population includes students who are underachieving and who have disabilities.
  • 4.1 states – The Principal is responsible for implementing the gifted and talented education policy.
  • 4.2 states – The Director-General will nominate a senior officer at state level to have responsibility for policy on the education of gifted and talented students.
  • 5.1 states – Senior Curriculum Policy Officer, Gifted and Talented will monitor the implementation of this policy and will report, as required, to the Director, NSW Curriculum and Learning Innovation Centre.

Policy & ImplementationStrategies for the Education of Gifted and Talented Students Support Package – http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polsuppid.pdf

  • Page 13 of this document mentions Gifted Students with Learning Disabilities

“A GLD student has been defined as “a child who exhibits remarkable talents orstrengths in some areas and disabling weaknesses in others.” (Baum, Owen & Dixon,

1991, p. 15) is suggests a student who has the potential to achieve at a high level academically but whose learning characteristics and educational needs require special identification.
Educational programs should take into account both the student’s abilities and the learning difficulty. Flexibility is required in the identification of GLD studentsbecause the disabilities may mask the abilities (Baum, 1988).
The method most commonly used to identify GLD students is the discrepancy

between verbal IQ and performance IQ. However, this discrepancy by itself is not enough to diagnose a learning disability. Therefore the identification process should provide information through a variety of procedures, including both objective and subjective information. Objective information can be obtained through individual IQ,achievement and creativity tests. Subjective material could consist of checklists, ratingscales, behavioural information, product evaluations, interviews and informationabout the student from such sources as teachers, parents/caregivers, counsellors, community members, peers and the students themselves. The instruments used toidentify other types of gifted students (e.g. group IQ tests) may be inappropriate for this group.

Teachers need to be aware that these students often exhibit behavioural problems and weaknesses in reading and writing, which need to be taken into account when deciding on the criteria to be used for their identification. Many of the checklists, nomination forms and rating scales used in the identification of gifted students can be modified for this group if required.”
  • “Every student, regardless of ability and need for additional support, is entitled to an education.Students with disability and special needs are supported through a wide range of programs and services that operate in regular and special schools across the state.The Learning and Support Team in each school assists classroom teachers to address the educational needs of students with a disability, learning difficulty or behaviour disorder. Parents or caregivers have a vital role to play in the work of the Learning and Support Team through discussing and planning for their child’s needs.” from- http://www.dec.nsw.gov.au/our-services/schools/disability-services



– page 7 acknowledges double labelled students i.e. Aspergers, specific learning disabilities