School principals and school communities should base the development of policy and subsequent determination of students' suitability for accelerated progression on the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and the GUIDELINES for an accelerated progression (revised 2000)."
Based on the above provision of the policy and implementation strategies for the education of gifted and talented students (revised 2004), available online at http:www.det.nsw.edu.au/policies/ , there is a collaborative approach.
The rationale for the present policy is to allow the faster development of students who are gifted and talented as compared to those with normal intelligence and talents. It is an accepted fact that gifted and talented children may find their classes boring if they are treated similarly with the normal children. Moreover, said normal children may not find themselves at par with the gifted and talented thereby resulting to unnecessary conflict which may develop to some psychological disorder like inferiority complex.
The answer to this question may have to be taken from feedback from those in the industry and other sources like surveys and reseaches. A study conducted by National Research Center on Gifted & Talented(http://www.gifted.uconn.edu/nrcgt/newsletter/fall03/fall032.html) revealed a feed back from the policy as shown below:
"A major finding from the study was that third and fourth grade teachers make only minor modifications in the regular curriculum to meet the needs of their high ability/gifted students. This result was the same regardless of the geographic region of the teachers or the type of communities in which they taught."
Based on the above it was found out that only minor modifications are made in the regular curriculum to meet the needs of the high ability/gifted students. There appears to be a lack of implementation of the policy. The study is conducted in 2003 & has a copyright up to 2005, which means that although there exists a policy, there is a problem in the implementation of the same as revealed in the study.
4. What are the advantages of having a collaborative policy on said policy
The advantages of having a collaborative policy is the manifest joint responsibility of the students, the parents, the school authorities and the government through regulation of the schools systems which implements the collaborative policy.
One of the characteristics of a good policies is its capacity of being implemented. A collaborative approach based on joint responsibility would do much for the implementation of the policy.
5. What should be the educational policy on gifted and talented children
The issue now of what is the educational policy for gifted/talented children is already an existing policy as stated earlier. It only has a problem on the implementati