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Definitions and ways to support 2e learners from a strengths-based focus. Very practical and supported by a team approach. LINK

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A short introduction to executive function

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A short introduction to executive function

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Shared via The Education Hub (Aotearoa)

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Executive Function: Skills for Life and Learning

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Executive Function: Skills for Life and Learning

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Center on the Developing Child at Harvard University

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Executive Function: Skills for Life and Learning

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This video explains how lifelong executive function skills develop, what can disrupt their development, and how supporting them pays off in school and life.

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Understanding the complexities of twice-exceptional learners

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Understanding the complexities of twice-exceptional learners

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Great for a PLD session as a pre-reading for discussion and reflection.

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The most important asset to twice-exceptional students are teachers. ©Monkey Business Images/Shutterstock

The profile of a gifted student does not typically include disabilities. The ability of a child to be both learning disabled and gifted is a paradigm which confuses many educators, parents and students. To many, these are mutually exclusive categories and to possess both is either a mistake or unbelievable. In today's article, Learning Specialist Angela Myler says an understanding of the complexities of twice-exceptional students is paramount to be able to cater to their diverse learning needs, so that both disability and gifts are given the attention they deserve.
As I sat with a student's mother listening to her talk excitedly about her 10-year-old son, Gavin*, his passion for creating butterflies from Post-it notes, and how he had created a virtual world for the environment, including a language, political system and ecosystem, I reflected on her tears from earlier in our conversation. How her son's attention deficit hyperactivity disorder (ADHD) is impacting his life - he is consistently late to school each day as he can't get to sleep, he can't manage his homework, let alone get out of the house in the morning.

Despite using all the tools available to her like calendars, reminders, alarms, she struggled to manage Gavin through his day, and yet he was able to focus for hours on end on his butterflies. It struck me how incredibly fortunate we are to have children like Gavin in our lives to show us what twice-exceptionality can look like.

During our meeting I watched the faces of the Vice Principal and Counsellor, as they listened in awe to the unknown capabilities of Gavin. Twice-exceptional kids are like icebergs - there is so much more going on underneath than appears on the surface. As a Special Education teacher, I know that the 'Gavins' in the world are more common than most people realise. He represents 95% of my caseload of students who require additional support. His needs are complex and intense and require an approach which is deeply personal.

'2e' students, as they are colloquially known, are capable of the most amazing and creative expressions, while at the same time frustratingly can't accomplish the most simple of tasks. Writing a cohesive paragraph is beyond them but creating an entire language system for a butterfly community is not.

As a teacher it is difficult to reconcile these contradictions. As with some of the great twice-exceptional individuals in our world - Albert Einstein, Bill Gates and Vincent Van Gogh - I wonder what Gavin will achieve in his lifetime.

What is twice-exceptional?

Twice-exceptional learners have been defined as possessing the capacity for high achievement, in addition to having a disability (Joint Commission on Twice-Exceptional Students, 2009). The term is commonly used to describe students who are both gifted in one or more domains (Mathematics, Science, Technology, Social Art, Visual, Spatial, Performing Arts) and have a disability which may be cognitive, physical, and/or emotional (Assouline et al., 2010; Nicpon, et al., 2011; Missett, 2017).

Disabilities include health impairments such as ADHD, autism spectrum disorders (ASD), physical disabilities, emotional/behavioural disorders and speech and language disorders (National Commission on Twice-Exceptional Children, 2014).

Whilst acknowledging it is difficult to state the exact number of twice-exceptional students, it is estimated that there are approximately 20,000 such students in Australian schools (Nicpon et al., 2011). The reason why there is no accurate data is threefold: firstly, there is no formal system for identification; secondly, giftedness may be identified, but a disability may be hidden; and thirdly, a disability may be identified but gifts are not apparent (Nicpon et al., 2011).

Whilst the concept of giftedness is understood and acknowledged by both society as a whole and the educational professional community, twice-exceptionality has not been afforded the same consistent acceptance and recognition. The contradiction of possessing both high abilities and disabilities is misunderstood and subsequently mistreated, and the result is an ongoing frustration for students and supporters of twice-exceptionality (Baum et al., 2017). It has been found that only 1% of twice-exceptional students have access to gifted and talented programs (Lee & Ritchotte, 2018). The neglect of the needs of these students means their gifts and talents are failing to be nurtured and this lack of opportunity is a crisis which needs to be addressed.

Despite the plethora of research into twice-exceptionality, there is a lack of consensus amongst educators of the characteristics and needs of these students (Reis et al., 2014). As a result, teachers, students and parents are frustrated and often misdiagnose twice-exceptional students with learning difficulties, while failing to acknowledge their cognitive strengths and talents (Assouline et al., 2010).

The impact of teachers

The most important asset to twice-exceptional students are teachers: teacher attitudes can significantly influence the outcomes for twice-exceptional students (Chivers, 2012). Teachers who advocate on behalf of these students are the key to unlocking their unlimited potential and ensuring that the iceberg underneath the water can be developed and appreciated.

The effect of negative teacher attitudes and non-identification of giftedness and/or learning difficulties, is often a student who is frustrated, disengaged, with low self-esteem who has 'checked-out' of learning (Ronksley-Pavia & Townend, 2017). Underachievement in twice-exceptional students is common and can be a consequence of a focus on the students' disabilities, rather than their gifts (Reis & McCoach, 2002).

These students are particularly at risk of low self-esteem, poor self-concept and low motivation due to their asynchronous abilities, and any plan to address their needs, must include consideration of their social-emotional functioning (Assouline et al., 2010; Reis et al., 2014).

Teachers also have a legal duty to meet the needs of twice-exceptional students in their care. The Melbourne Declaration of Educational Goals for Young Australians (MCEETYA, 2008) states that teachers have a duty of care to provide equitable access to high quality schooling with stimulating learning experiences which take into account a student's diverse learning needs.

Equity includes recognising and providing for the learning needs of those who are gifted and talented, and who also possess a disability. Acknowledging the existence of these students is the first step in meeting these obligations. Understanding their characteristics, their diversity, their strengths, interests and challenges is paramount in order to differentiate pedagogy in the classroom (Henderson & Jarvis, 2016).

An individualised approach which takes into consideration the whole child is essential for ensuring positive outcomes for twice-exceptional students (Nicpon et al., 2011; Baum et al., 2014). Researchers (Baum et al, 2014) have identified 5 critical factors that are necessary for the growth and development of twice-exceptional students:

1. A psychologically safe environment

1. Develop positive learning communities

2. Allow time for emotional check-ins with students

2. Teacher, student and parent tolerance for asynchrony

1. Differentiated instruction strategies for teachers

2. Implement a social-emotional curriculum for students

3. Provide parent information sessions

3. Time

1. Allow students time for growth

2. Embed extra time in student learning plan

4. Positive school relationships

1. Create after-school clubs based on common interests

2. Connect students with mentors

5. Strengths-based, talent-focused approach

1. Identify strengths and talents on students learning plan

2. Allow for differentiated learning products and outcomes

3. Provide a challenging curriculum.

Where these factors are provided for, students can use their gifts and talents to flourish, notwithstanding their disabilities.

Advocating with colleagues for differentiation in the classroom, with schools to provide for best practice, with the community to ensure appropriate services are available, with state and federal legislators to ensure funding is provided and with the general public to put a spotlight on these needs and capabilities of these amazing students is essential if we are to truly meet the needs of these exceptional students (Roberts & Siegle, 2012).
*Names have been changed. References
Assouline, S. G., Nicpon, M. F., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with written language disability. Gifted Child Quarterly, 54(2), 102-115. doi.org/10.1177/0016986210396436

Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). The Melbourne Declaration of Educational Goals for Young Australians (MCEETYA, 2008). Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311-327. https://doi.org/10.1177/0016986214547632

Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more. Prufrock Press Inc, Waco, Texas.

Chivers, S. (2012). Twice-exceptionality in the classroom. J ournal of Student Engagement: Education Matters, 2(1), 26-29.

Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian Professional Standards for Teachers: Implications for professional learning. Australian Journal of Teacher Education, 41(8), 60-78. http://dx.doi.org/10.14221/ajte.2016v41n8.4

Lee, C-W., & Ritchotte, J. (2018). Seeing and supporting twice-exceptional learners. The Educational Forum, 82, 68-84. https://doi.org/10.1080/00131725.2018.1379580

Missett, T. C. (2018). Twice-Exceptional students: Gifted students with disabilities impacting learning. In Callahan, C. M., & Hertberg-Davis, H. (Eds.) (2d Ed.). Fundamentals of gifted education: Considering multiple perspectives (361-371). NY: Routledge.

Nicpon, M. F., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17. https://doi.org/10.1177/0016986210382575

Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217-230. https://doi.org/10.1177/0016986214534976

Rimm, S. B., Siegle, D. B., & Davis, G. A. (2018). Education of the gifted and talented (7th edition). New York, NY: Pearson.

Roberts, J. L., & Siegle, D. (2012). Teachers as advocates: If not you - who? Gifted Child Today, 35(1), 58-61. https://doi.org/10.1177/1076217511427432

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Understanding the complexities of twice-exceptional learners

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The profile of a gifted student does not typically include disabilities. The ability of a child to be both learning disabled and gifted is a paradigm which confuses many educators, parents and students. To many, these are mutually exclusive categories and to possess both is either a mistake or unbelievable.

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Seth Perler is a leader in the space of twice-multi exceptional learners and ways to support them, particularly in the development of executive function skills.

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Why is an article about Executive Function so critical?

If your child struggles with school (homework, trouble staying on-task, disorganized, problems with time management, avoidant, resistant, forgetful, overwhelmed, etc.), they probably struggle with Executive Function, and this article is literally the most important article I've written for you. You see, Executive Function is the #1 term parents and teachers must understand in order to help struggling students, . In fact, most parents and educators have never heard the term because schools don't educate people about it.

In this article I seek to demystify EF for parents and educators. I want you to walk away from this article thinking, "Wow, I now have a pretty good grasp of Executive Functions, I have a better understanding of my child, and most importantly, I have a better understanding of how to help."

I also created this printable PDF: - Your guide to why Executive Function is the most important concept we must understand in order to help struggling students succeed.

Outside-the-box learners need outside-the-box solutions rather than cookie-cutter approaches. They think, learn and process differently, and need strategies that are tailored to their unique personalities and idiosyncrasies. They tend to develop asynchronously within the various aspects of Executive Function, and when this is properly taken into consideration, we can empower these students with solutions that work.

The big problem for students who struggle with EF is that, by it's very nature, these problems can literally prevent them from reaching their goals and therefore their potential as adults. However, with the right support, we can help our children manage, compensate for and get accommodations for EF challenges so they can have the tools needed to build a remarkable future.

If you like this, please share it to help more people!
Thanks,
Seth

What is Executive Function? Defining it in Plain English

In simplest terms, Executive Function means the ability to get stuff done (homework, writing a paper or cleaning a room, etc.).In other words, to "execute​" complex tasks through to completion.

The brain must do a lot of things in order to accomplish a task or goal. However, adults sometimes take for granted how long it's taken them to develop their own executive skills, and they can be baffled at how difficult it is for kids to execute. A good example is homework. It's not uncommon for the parents I work with to say something like this, "I don't understand why he doesn't just do his homework and turn it in. It would make everything so much easier! What is going on?!" Because EF is still developing, the student literally doesn't have the series of skills needed to execute the task to completion. Therefore, it's not that they won't, it's that they can't. Of course, as some kids get older and more burnt out with school, there can be more "won't".

Things that sound simple to an adult can require more Executive Function than some kids have. Think about the homework example again. Common problems with homework include not knowing or remembering that there is homework, remembering but putting it off, doing part of it and not finishing, doing it and forgetting to turn it in, losing it, forgetting to put a name on it. All of these situations have the same result: the students grades don't reflect their ability. All of these can be EF issues and as stated above, are often a matter of can't rather than won't.

Does Executive Functioning impact my child or my students?

Students of all ages, elementary school through graduate school, have to learn many skills in order to navigate school. If they struggle with executive function, they might struggle with the following:

Homework - Not remembering what is for homework, not understanding homework requirements and details, forgetting to do homework, procrastinating, forgetting to turn it in, incomplete homework, missing or lost homework, not putting name on homework.

Planners - don't use them effectively unless they are forced to, don't understand long or short term planning strategies, don't like planning.

Grades - Grades are surprising low and do not reflect potential or ability, missing and late assignments affect grades, ineffective studying results in low test scores, forgetting to study affects grades.

Organization - school materials, papers, folders, desk, locker, backpack, bedroom.

Time management - often late, unrealistic perception of how long something takes to accomplish, procrastination.

Details - not noticing important details about assignments, not hearing teacher expectations on school work, not reading directions carefully, not checking math work and getting wrong answers even when they know how to do the work.

Preparation - not being prepared for class, don't have materials they need, forget pencils, homework, planner, books, not prepared to leave the house for school, sports, family activities.

Advocacy - don't ask for help, don't know what to ask for help with, don't understand that a teacher is a resource, don't raise their hand for clarification, don't email teacher when they have questions, don't go to office hours.

Overwhelm - they don't even know where to start because they are so overwhelmed with details, stressed, avoidant, procrastinate because they are overwhelmed, homework fights, resists help from parents.

Focus - can't pay attention to one thing at a time, incomplete work because they don't follow through, distracted easily, trouble concentrating, can't focus on reading a passage effectively.

Writing papers - trouble organizing writing, ideas go in countless directions, inability to edit effectively, trouble clarifying ideas, takes longer than it should, they may be able to verbally communicate ideas but can't write them clearly.

Why most parents and teachers aren't aware of Executive Function

Unfortunately, most of the literature on Executive Function is not in layman's terms, thus making it challenging for parents and educators to learn about. For example, if you search the internet for Executive Function, here are some of the confusing definitions you'll find:

"Executive functions (also known as cognitive control and supervisory attentional system) is an umbrella term for the management (regulation, control) of cognitive processes."

"Executive function is a set of mental processes that helps connect past experience with present action."

"Executive function refers to a set of mental skills that are coordinated in the brain's frontal lobe. Executive functions work together to help a person achieve goals."

So let's keep it simple with one of the definitions I listed earlier: Executive Function means being able to get stuff done.

In order to get stuff done, you need to be able to do things like plan effectively, organize, focus, self-start, stay on task, avoid distractions, make good decisions, have a realistic perception of time, persist when you don't feel like it, and do several other things in order to execute. These are some Executive Functions in plain English. You must be able to "regulate" your thoughts, emotions, and actions in order to accomplish these goals and in order to get your needs and wants met in the long term.

When speak about EF with language that relates directly to the problems these kids are experiencing, we can do a much better job of helping them.

EF in the brain

The prefrontal cortex is where EF takes place. This is a whopping ⅓ of your brain and is located behind your forehead. The brain develops from the back to the front, so for kids who struggle with EF, the prefrontal cortex is still developing. The good news here is that it continues to develop well into our 20s, and EF skills can get better with time, practice and proper guidance. Unfortunately, most schools don't teach EF skills effectively, so the ones who struggle are often misunderstood and shamed.

The Aspects of EF

How do we help someone do what they need to do, in their own best interest, when they seem like they can't or won't do it? We don't give up. Babysteps work. The brain DOES change. EF continues to develop well into your 20s. The following are my interpretation of the aspects of EF, aka the things your brain must do in order for you to "execute" complex tasks. (Note: Various experts break down EF differently. I choose my words in order to make the concepts more relatable to relevant problems your child may be having.)

1. Plan - The ability to have a realistic perception of the steps necessary to accomplish a goal or task.

2. Time management ​- The ability to manage time or to have a realistic perception of how long things take. Important in planning and scheduling too.

3. Organize - ​The ability to create systems of doing things or keeping track of things, that are organized enough so goals can be met effectively.

4. Prioritize ​- The ability to know and do what is most important at any given time.

5. Inhibit​ - This refers to one's ability to hold back, to pause, to think before you act, to not be too impulsive, to have self-restraint. Inhibit thoughts, emotions, behaviors that are inappropriate or that go against long term goals and wellbeing. When we do not inhibit well we are thought to be impulsive or hyperactive.

6. Focus​ - The ability to manage and sustain attention, focus, concentrate, be "on task", stick to it. Resisting temptation to shift when trying to focus, avoid distractions, redirect thoughts.

7. Task initiation ​- Self starting or activation. Getting the ball rolling, getting the train moving.

8. Task persistence​ - Continuing to try until finished, working to completion.

9. Transition​ - The ability to shift from activity to activity effectively.

10. Working memory​ - Verbal and visual strategies that help us keep things in mind as we work through things. It's like juggling balls, being able to track the important details during a process. Includes self-talk and visual imagery.

11. Details​ - Remembering and managing important details.

12. Reflection - ​Reflection is all about self-awareness, consciousness, mindfulness, introspection. It refers to one's ability to take a step back and reflect in order to problem solve. A lot of people with EF problems have trouble learning from their mistakes. They don't connect the dots well and continue to repeat self-defeating behaviors. Reflection also involves to self-checking details schoolwork (think checking work in math for example or checking to see if your name is on the paper).

13. Emotional regulation​ - Having tools to truly regulate and work through challenging emotions.

Executive Function Lies

Unfortunately, kids with Executive Function problems often internalize these negative messages:

I'm dumb, stupid.

I'm not smart enough.

I'm lazy.

I don't care about school.

I'm a failure.

I can't do anything right, so why try?

Teachers and parents don't intend for kids to get these messages, but nevertheless, many do. How can we help? The first step is to be very aware of the words we use and how they affect kids. We need to understand that these kids are struggling with legitimate Executive Function challenges. Therefore, beware of saying things like this:

You aren't trying your best.

You have so much potential.

I know you're smart, you just need to care more about school.

Motivate yourself.

You need to be more disciplined.

Just focus.

You're making bad choices.

How do we change these harmful messages? This is a big topic, but generally speaking, we need to reframe the entire dialogue to take EF into consideration and build upon strengths. Of course this is very challenging when our kids are experiencing compulsory schooling which is dire need of massive reform and rethinking. Our schools tend to do very little to value their unique interests, curiosities, learning differences, strengths and idiosyncrasies. Instead, our systems have been designed to reward compliance rather than true critical thinking, personal growth and personal choice. We teach what to think rather than how to think. But I digress... here's a video I made that will help with communication.

Finally, one practical tip I use with parents is to research "attachment theory" and "somatic therapies". Understanding these will help you to understand how to create safe and healthy emotional attachments with your children as well as how our minds and bodies influence behaviors. Here are two books to get you started: and

A word about diagnosis

I work with a lot of families, and there is a lot of misunderstanding about having a diagnosis of some sort. There are several possibilities here:

Some students who struggle with Executive Function are not tested for anything

Misdiagnosis, or some are tested but with bias (example: a gifted child without adhd is tested for adhd by a family doctor who does not have much training about learning issues. The symptoms look like adhd, so the diagnosis is made, meds are prescribed, and it doesn't work or causes harmful consequences, like anxiety problems.)

Underdiagnosis - some kids are never diagnosed, but there is something going on that needs to be diagnosed. If the correct diagnosis were made, it'd be a positive game-changer for this child.

Overdiagnosis - Child is diagnosed with more than is actually there.

While a diagnosis may be helpful, it's not always necessary. What is necessary is that a student get the support they need - executive function strategies (coaching, tutors, books, my videos and blog), emotional support (therapists for kids who are dysregulated or when family dysfunction runs deep), physical support (restful sleep, healthy diet, substantial exercise and movement are critical)

Ways to help kids who struggle with Executive Functions

There are countless ways to support your child, and this is a list I made to give you a good starting point. Read through it and apply what you like. It should give you a few nuggets.

1. Foundations - Here's the foundation of strong EF: Restful sleep, food that nourishes the body, adequate exercise.

2. Routines - Effective routines, predictability, groundedness (routines for updating planners, overhauling backpacks, homework, studying, transitions, waking up, bedtime, fitness, etc.)

3. Metacognition - Metacognitive understanding of emotional needs and implementation emotional regulation practices.

4. Systems - Personalized systems to effectively manage backpack, folders, planners, sacred study space, homework, etc.

5. Ownership - Ownership and buy-in are critical if your child is to be engaged. Too often we just tell kids what to do and don't give them any say in the process.

6. Listen - Compassionate support.

7. Hacks - Visual and auditory tips, tricks and tools.

8. Organizing papers - If binders don't work for you, replace with simple color coded folder system.

9. Visuals - Flag books with stickies. Flag and label important papers so they stand out visually in backpack.

10. Labels - Outta sight, outta mind. Therefore, label everything BIG AND BRIGHT.

11. Alternative note-taking - Draw your notes. Great for visual kids. Use an audio recorder to study creatively.

12. Archive - Make an archive (see blog). Do not keep every paper in your folders and backpack. Only keep currently relevant items, archive the rest (the truth is that you probably will never need it anyhow).

13. Study groups - Study partners work wonders.

14. Chunk - Chunking assignments down into bitesize pieces. Chunk by time or by task.

15. Plan - Make a plan even when you don't want to. These kids do not know how to plan, and it's one of the most important skills.

16. Advocacy - Self advocacy and advocacy from supportive people (Know your rights. Start with IDEA.)

17. Microsuccesses - Look for all small successes and build upon them. Make goals reachable. It all counts.

18. Timers - Use timers and alarms to calibrate time management skills.

19. Mindfulness - The BEST tool ever: Mindfulness. Meditation works wonders. Period.

What makes Executive Functioning worse?

1. Processed foods.

2. Sleep problems, electronics interfering with sleep.

3. Lack of exercise.

4. Stress, overwhelm, dysregulation, adrenal fatigue.

5. Sensory issues, sensory overwhelm.

6. Useless busywork, meaningless assignments and misinformed adults.

7. Unclear expectations.

8. Shame.

9. Fear Resistance, avoidance, procrastination, unwillingness.

10. Inability to articulate systems. Lacking ownership and buyin with system development.

Systems Self-assessment Checklist - what systems do kids need?

I use this regularly with my students (see my free course for a complete breakdown of how to use this successfully). This serves as a guide to explore important areas to problem solve within. Feel free to cut this out and keep it handy:

1. Foundations - Sleep? Nutrition? Fitness?

2. Backpack - Overhaul completely once a week, folders, papers, etc.

3. Planner - How well is it working and being used? Update long term and short term. Need planner routine or it won't work.

4. Routines - Is study routine/workflow optimal? Manageable? How to make it more focused and less distracted?

5. Grades - Check online grades at least once a week? Make a to do list of missings and incompletes.

6. Advocacy - Who do you need to communicate with? Be proactive not reactive when possible.

7. SSS - How effective is your Sacred Study Space? How well can you focus there?

8. Relationships - Family, friends, how's it going? What do you need? How's your relationship with yourself?

9. Stress - What are your biggest stresses lately? What is overwhelming or frustrating? Minimize? Reframe? Breathe. What are solutions?

10. Beliefs - Limiting? Scarcity? Abundance? Growth or fixed mindset? Self-talk, defaults, reframe.

11. Technology - Is computer optimized for school? Page blocker? Distraction free? Tabs/bookmarks for all relevant school links? Online calendar set up?

Executive Function Resources

Seth

Please CLICK below to share.

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What is EXECUTIVE FUNCTION (in plain English) Seth Perler

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If your child struggles with school (homework, trouble staying on-task, disorganized, problems with time management, avoidant, resistant, forgetful, overwhelmed, etc.), they probably struggle with Executive Function, and this article is literally the most important article I've written for you. You see, Executive Function is the #1 term parents and teachers must understand in order to help struggling students, .

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Helping Kids Who Struggle with Executive Functions

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Helping Kids Who Struggle with Executive Functions

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Tips and tricks and a summary of Executive Function Skills.

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Helping Kids Who Struggle With Executive Functions - Child Mind Institute

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Learning specialists discuss how to help kids who have problems with executive functions stay organized and on top of their responsibilities.

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This is the main starting point for all things gifted and talented, twice-multi exceptional in Aotearoa. It is a community on Te Kete Ipurangi (TKI).

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A package of support for gifted education was announced in 2020.

The package recognises that gifted learners and notions of giftedness are diverse, both within and across cultures.

The package of support includes:

Support for the New Zealand Centre for Gifted Education to deliver and grow MindPlus programmes (in-person, online and at your school) so gifted learners can access learning with like-minded peers. Applications are always open - see website www.nzcge.nz for more information and applications.

Awards for gifted learners in early learning up to school leaving age, in both Māori and English-medium settings, can apply for these awards to support their learning or pursue their passion. Parents or teachers can also apply on behalf of learners. The next award round applications are open from Friday 1 September to Monday 9 October. For more information about the awards please visit Awards for Gifted Learners.

Awards for Teachers of Gifted Learners are for teachers currently working in early learning, primary or secondary schools in Aotearoa New Zealand, to support them in enhancing their skills so they can better support gifted learners. This year applications are open from Monday 2 October to Sunday 5 November. Further information on the awards can be found on the Awards for Teachers of Gifted Learners page.

Applications for study awards to complete the Massey University Postgraduate Diploma in Specialist Teaching: Gifted are now open for 2024. To learn more about the study award and to apply, please visit Gifted Study Award.. Applications close 12 September 2023.

A programme of events, experiences and opportunities. Details of the new programme can be found at Events and opportunities for gifted learners.

Expansion of online modules. Improved access to online modules which enable gifted learners to learn alongside like-minded peers. Contact admin@nzcge.co.nz to apply.

Additional guidance for teachers and kaiako to help them recognise and support gifted learners. Follow the link above to the Guide to identification and provision or access from the further support tab.

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A package of support for gifted education was announced in 2020. The package recognises that gifted learners and notions of giftedness are diverse, both within and across cultures. The package of support includes: Support for the New Zealand Centre for Gifted Education to deliver and grow MindPlus programmes (in-person, online and at your school) so gifted learners can access learning with like-minded peers.

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Unlocking the Enormous Potential of Neurodiverse Learners

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Unlocking the Enormous Potential of Neurodiverse Learners

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This White Paper was written in May 2023 and contains a significant emphasis on student voices sharing what it is like to be neurodivergent or twice-multi exceptional in Aotearoa.
The link to the White Paper pdf is in the resource section.

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Resources | Neurodiversity in Education Coalition

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Unlocking Neurodiverse Potential: Join the Movement for Change. Add your voice by signing our Open Letter to politicians for the upcoming Election 2023. Stay updated on our work and events by joining our mailing list. Together, we can make a difference. #NeurodiversePotential #JoinTheMovement

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Fantastic support and resources for inclusive education including UDL and Differentiation information and resources.

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It's just an ed thing.

It is a way to connect every student to the learning experience, and a way at looking at learning that is fully inclusive and promotes success for all learners, regardless of ability.

Mike Marotta

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Universal Design for Learning (UDL) is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students. Find out how flexible supports for learning can be embedded into an environment and made available to everyone. Explore how hidden barriers ...

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No! For the last time, NOT every child is gifted.

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No! For the last time, NOT every child is gifted.

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A lighthearted but at the same time serious look at an issue that interferes with equitable access to support for gifted and twice-multi exceptional learners.

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NO! For the Last Time, NOT Every Child is Gifted!

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Not every child is gifted! Every child is special, every child has gifts, but NOT every child is gifted! Please read this and try to understand. Read, understand and learn what gifted means, what ...

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Differentiating Between UDL and Differentiation

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Differentiating Between UDL and Differentiation

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What are the differences between UDL and Differentiation? Where do they overlap and where does one strengthen the other? Practical information and resources for teaching and learning.

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There is plenty of confusion between UDL and Differentiated Instruction (DI) in the education world these days, and it is easy to see why. From the very onset, when examining both approaches, there are many commonalities and overlaps between UDL and Differentiated Instruction. In both models:

The standards and expectations are the same for all learners

There is flexibility in lesson design and student groupings

Individual learning strengths and limitations are considered in planning

A wide variety of tools and technology are used to assist student learning

Supports and scaffolding are both integral in lesson design

The question then arises, how are they different? What distinguishes them from one another? Let's examine those differences.

UDL

UDL is more focused on student-centered learning where the learning experiences are proactively designed so there are options that are accessible for every learner.

The goal of UDL is to remove the barriers to learning so students can achieve optimum knowledge and become expert learners.

UDL asks us to design flexible goals, methods, materials, and assessments by keeping in view diverse learner needs from the very beginning.

UDL provides multiple means of engagement, representation, and action and expression to all learners from the start. Students are encouraged to self-differentiate and choose the best path for themselves.

Differentiated Instruction

Differentiated Instruction (DI) can be seen as a responsive practice where adjustments are made based on the individual needs of the students.

Oftentimes, differentiation is done after the data is collated and trends are noticed.

The goal of differentiation is to provide a responsive and optimal learning environment for individuals/groups of learners.

DI provides targeted strategies that are teacher-directed as teachers choose which strategies students receive.

UDL and Differentiation are both positive approaches toward learning as both are student centrist. Both approaches help students achieve success in accessing the content by using strategies and scaffolding. When looking closely, one important point that makes UDL more proactive is that it tries to eliminate the barriers of learning from the very beginning by keeping the variability of learners in mind.

The strategies and scaffolds are embedded within the learning experiences from the planning stage and are available to all students. UDL, in name, communicates universal, inclusive education whereas DI, in name, communicates different ways of learning. Inclusion is the best way to move forward hence UDL covers more ground in planning for variability, firm goals, and expert learning. In inclusive classrooms, we need to be proactive and design lessons with UDL and then be responsive and use data to differentiate instruction.

Sharmila Choudhury, born and raised in India, has 14 years of experience working as an early-year educator at Stamford American International School in Singapore and 5 years of experience in special needs education. In her free time, she enjoys reading, traveling, cooking, and spending time with her family.

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Differentiating between UDL and Differentiated Instruction

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What's the difference between UDL and differentiated instruction and which one do we start with? Learn from Sharmila Choudhury's guest post.

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National Association for Gifted Children

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National Association for Gifted Children

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There are many resources on this site for teachers and whānau.

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What's not often well-known or well-understood is that students who are gifted may also have a special need or disability- just as students with disabilities may also be gifted. The term "twice-exceptional," also referred to as "2e," is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)

Like other gifted learners, 2e students are highly knowledgeable and talented in at least one particular domain. However, their giftedness is often overshadowed by their disabilities, or these students may be able to mask or hide their learning deficits by using their talents to compensate. Sometimes a twice-exceptional child's special education needs are overlooked until adolescence or later, or are never identified throughout his or her life.

Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role. They can be highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise. However, at school, they may have difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever. All this may hinder their excitement for school and be detrimental to their self-efficacy, self-confidence, and motivation.

How does twice-exceptionality look at school and at home?

What the Teacher Might See

What the Parent Might See

I wish there was an answer for what is going on with one of my students this year. "Jim" is a bright, highly motivated 10-year-old who enjoys the STEM problems we cover in class. He's a walking encyclopedia on the planet Mars and recent missions; he's even designed his own plans for a new Mars rover. Despite this, Jim is extremely quiet and withdrawn, does not seem to have any friends, and rarely looks me in the eye when I try to talk with him about Mars or other subjects.

What can parents do to help?

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What's not often well-known or well-understood is that students who are gifted may also have a special need or disability- just as students with disabilities may also be gifted.

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From NZCGE. There are great resources on this site including practical support for teaching and learning.

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There are lots of myths about gifted kids (and their parents!) - but most of them aren't true. Check out the facts below.

Myths And Facts About Gifted Kids

Myth

All children are gifted.

Fact

All children have skills and qualities that can be appreciated and nurtured. Being "gifted" is a special term used by educational psychologists for children with specific neurological differences.

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What are common thoughts about giftedness There are lots of myths about gifted kids (and their parents!) - but most of them aren't true. Check out the facts below. myths about giftness True False Myth Fact

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Poipoia ngā ākonga kanorau ā-roro | A literature review prepared for the Ministry of Education (2021)

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Poipoia ngā ākonga kanorau ā-roro | A literature review prepared for the Ministry of Education (2021)

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Dr Melanie Riwai-Couch presents a literature review which is very readable and well-summarised.

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Gifted and talented students: meeting their needs in New Zealand Schools

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Gifted and talented students: meeting their needs in New Zealand Schools

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This is the link to the PDF of the 2012 handbook. It is still one of the best and most comprehensive resources for planning and implementing a successful PLD programme for gifted and talented, twice-multi-exceptional learners.

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The website reflects the high level of autonomy and independence that New Zealand schools, kura and early childhood settings enjoy. This means both the Handbook and the website offer guidance rather than direction. It could be argued that this places gifted and talented students at risk, as we know from repeated research findings that to the uninformed, this group are often viewed as those most likely to make it on their own and thus a low priority when it comes to considering any special provision. However, it is important to remember that, while there exists considerable flexibility in how giftedness and talent is defined and how learning and teaching for this group is designed and delivered, dedicated provisions for gifted and talented learners is 'not' optional but in fact, is mandated as part of New Zealand's National Administration Guidelines.

As noted earlier, the website is divided into three broad sections. There is a logical sequence and progression to the sections and the sub sections and schools, kura and early childhood settings starting out would be well advised to work as a staff and community through these in the order presented.

The first section Define and Identify looks at concepts and definitions of giftedness and talent; characteristic of gifted and talented learners, and approaches to identifying behaviours considered to characterise these learners. For me, there are three important principles embodied in this section. The first is a recognition that giftedness and talent is culturally constructed and how it is defined can shift over time and differ from one context to another. The second principle is an acknowledgement of the developmental nature of giftedness and talent and the fact that special abilities emerge at different times and under different circumstances. This signals the importance of identification as an ongoing rather than as a single point in time practice as well as providing multiple and diverse opportunities for learners to demonstrate exceptional ability.

And thirdly, the individuality of gifted and talented learners is emphasised and while sets of characteristics associated with giftedness and talent are presented, these should never be viewed as prescriptive profiles. Within this group, there are those who may not immediately present as having exceptional or potential ability, including those who also have a disability or special need, those whose profound ability or social and emotional development makes peer relationships extremely challenging, and those whose creative abilities tend to marginalise them, particularly in contexts where conformity is highly valued.

Section 2 - Design and Implement looks at responsive learning environments and again, while some of the principles transcend educational contexts, how these are developed into practice may differ from one school/kura/early childhood context to another. In New Zealand we have three curriculum documents; Te Whariki, Te Marautanga and The New Zealand Curriculum that when interpreted appropriately, lends itself to differentiation for gifted and talented learners.

Section 3 - Responsive practice looks at ways in which ākonga/students can be supported in practice, for example, through personalised learning plans, also looks at tracking achievement and progress and successful transitions. This section introduces specific approaches and strategies which reflect effective practice in meeting the needs of gifted and talented learners

One of the most neglected areas in gifted and talented education seems to be the evaluation of programmes and provisions. Schools, kura and early childhood settings are encouraged to commit to a process of systematic review and improvement rather than ad hoc and intuitive processes or approaches.

Finally, this website should be reviewed as a work in progress. All those that have given of their time to contribute to its development have done so with the end goal of contributing to improved educational experiences for our gifted and talented learners. While the website provides guidance, teachers would be well advised to explore resources and advice beyond what exists here. The country has many accredited and experienced gifted and talented professional development facilitators available to support schools in their quest for excellence in gifted and talented education.

No reira tena koutou, tena koutou, tena koutou katoa.

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Five key components » Gifted & Talented Education

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Roger Moltzen explains the intent of each of the three sections ‘define and identify’, ‘design and implement’ and ‘responsive practice’

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Unlocking the superpowers of neurodiverse learners

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Unlocking the superpowers of neurodiverse learners

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In this Education Gazette article, students explain what it is like to be neurodivergent and how teachers can help make a difference to their lives. These are the 'Neurodiversity Champions'.

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Inclusive sport design lowers barriers to physical activity

This year, for the first time, New Zealand will host the International Symposium of Adapted Physical Activity. Read more

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Unlocking the superpowers of neurodiverse learners

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Inclusive sport design lowers barriers to physical activity This year, for the first time, New Zealand will host the International Symposium of Adapted Physical Activity. Read more

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Neurodiversity and Neurodivergent: Meanings, types and examples

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Neurodiversity and Neurodivergent: Meanings, types and examples

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A great site with many resources, this site begins with an explanation of the terms and contexts.

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Someone who is neurodivergent behaves, thinks and learns differently compared to those who are neurotypical. This term can be used to describe an individual whose brain functions differently to what we consider “normal”. This includes people with autism, ADHD, Tourette’s, dyslexia and a range of other neurodiverse conditions.

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Unlocking the Enormous Potential of Neurodiverse Learners

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Unlocking the Enormous Potential of Neurodiverse Learners

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This link will take you to the Neurodiversity in Education Coalition site where you can access resources and the white paper in the title above.

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Resources | Neurodiversity in Education Coalition

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Unlocking Neurodiverse Potential: Join the Movement for Change. Add your voice by signing our Open Letter to politicians for the upcoming Election 2023. Stay updated on our work and events by joining our mailing list. Together, we can make a difference. #NeurodiversePotential #JoinTheMovement

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New Zealand Centre for Gifted Education (NZCGE)

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New Zealand Centre for Gifted Education (NZCGE)

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NZCGE provides one-day schools as well as support and PLD for teachers and schools. There are also great readings - blog posts, etc., from the Gifted Awareness Weeks. 2023's week included a focus on learner and whānau voice.

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All MindPlus programmes provide our neurodiverse kids with: ​

A specialist teacher

A small group of other like-minded students to share and learn with

A specialised programme that develops their thinking and conceptual skills; allows them to dive into passion areas; and helps build the social and emotional skills they need to thrive

Want to support gifted kids?

Together, we can make sure that all gifted Kiwi kids get the chance to achieve their extraordinary potential.

What does being gifted mean?

Gifted individuals show extraordinary potential in one or more areas - intellectual, creative, social, physical and others. When giftedness is nurtured, it can lead to amazing outcomes, in and out of school. It can also co-exist with other neurodiversities such as ASD, ADHD and dyslexia.

"MindPlus has played a huge part in re-igniting my son's curiosity and passion for learning. It has given him a deeper understanding of himself and allowed him to collaborate with like minds."

- Parent of gifted kid.

A day at MindPlus

​Every day at MindPlus is different, but each one is carefully planned by our specialist teachers to allow our students to explore:

big thinking (conceptual development)

their own strengths (talent development)

understanding about themselves as gifted (personal development).

Subscribe

Stay in touch by receiving our termly Pānui with gifted news and tips for parents and teachers, as well as other updates from time to time.

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Home | New Zealand Centre for Gifted Education

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New Zealand Centre for Gifted Education is here to support gifted learners, their whanau and their teachers and schools.

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New Zealand Association for Gifted Children

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New Zealand Association for Gifted Children

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Many resources, including position statements to support working with gifted and talented, 2e learners.

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Twice-multi exceptional learners - this links to the Gifted Learners portal of Te Kete Ipurangi (TKI). There is a wealth of resources in this space.

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In their profiles of the gifted and talented, Betts and Neihart (1988, 2010) describe twice- (2E) or multi-exceptional learners. These are learners whose special abilities are masked by learning, behavioural or physical disabilities. Some may be especially gifted in one aspect of learning but not in others.

2E or multi-exceptional learners are sometimes referred to as double-labelled, or having dual exceptionality. These are gifted learners whose performance is impaired, or their high potential is masked, by one or more specific learning disabilities, physical impairments, disorders or conditions. They may experience extreme difficulty in developing their giftedness into talent.

Gifted learners with disabilities are at risk, as their educational and social/emotional needs often go undetected. Educators often incorrectly believe that 2E learners are not putting in enough effort within the classroom. They are often described as 'lazy' and 'unmotivated'. Hidden disabilities may prevent learners with advanced cognitive abilities from achieving high academic results. 2E learners perform inconsistently across the curriculum. The frustrations related to unidentified strengths and disabilities can result in behavioural and social/emotional issues.

Traditional methods of identification have not picked up gifted learners with learning disabilities, such as dyslexia. These learners typically score 'average' in standardised achievement tests. However, average scores often mask peaks and troughs in performance (i.e., both special abilities and disabilities). Significant discrepancies across test categories often indicate a learning disability, with scores from oral responses typically being much higher than scores from written responses. In addition, teachers can identify gifted learners who have learning disabilities by examining their behavioural profiles.

A typical profile might include:

considerable variability in performance across tasks

difficulty with visual/auditory processing

short attention span

impaired memory

low self-concept and self-esteem

poor writing and organisational skills

highly articulate orally, with sophisticated vocabulary

exceptional interests, abilities and knowledge in specific areas, sometimes linked with special abilities in creative and abstract thinking.

Recognising and nurturing the gifts and talents of these learners is likely to require the involvement of specialist teachers and assistive technologies. Such learners often have a negative self-concept and may need support to recognise and value their areas of strength. Learners with learning disabilities who have also been identified as gifted respond positively to a responsive learning environment approach, especially if a Universal Design for Learning framework is used, leading to improvements in motivation, commitment, performance and self-concept.

Some gifted learners may have behavioural difficulties such as ADHD. Other learners may have exceptional gifts and talents and be identified as having an Autism Spectrum Disorder (ASD).

Some gifted learners have physical and sensory disabilities. The 'disabled gifted' are among the 'hidden gifted' because their special abilities are masked by their more visible physical and sensory disabilities. However, by adulthood, their exceptional talent can be outstanding - consider, for example, musicians who are blind. Early identification of learners with disabilities who have special abilities is important. While teacher observation and the use of rating scales can be used to assist with this, some of the most effective methods of identification are self-, parent and peer nominations. However, caution is needed. While the observations of others are invaluable, the assessment of whether a child has a disability, and what that disability is, should be conducted by a suitably qualified specialist.

Working with learners who are exceptional in more than one way requires cooperation among classroom teachers and specialist teachers, as well as engagement by parents and whānau in developing individual educational plans. It is important that gifted learners' strengths are recognised as soon as possible and that opportunities are provided for their development alongside remediation for any difficulties.

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In their profiles of the gifted and talented, Betts and Neihart (1988, 2010) describe twice- (2E) or multi-exceptional learners. These are learners whose special abilities are masked by learning, behavioural or physical disabilities. Some may be especially gifted in one aspect of learning but not in others.

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Learning Support Action Plan 2019 - 2025

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Learning Support Action Plan 2019 - 2025

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Access the Learning Support Action Plan in English and other languages (PDF).
Support for gifted and talented learners is indicated throughout the plan and specifically in Priority 5: Meeting the learning needs of gifted children and young people.

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New Zealanders want an education system where all children and young people can take part in education and can learn and achieve, whatever their needs or differences.

One in five children and young people need some kind of learning support.

The Learning Support Action Plan 2019 - 2025 sets out priority actions that will make the most difference, to ensure that children and young people get the right support, at the right time.

Thank you to everyone who has contributed to this plan to date. There will be more opportunities for collaboration and feedback as the plan is implemented.

Action plan

The Action Plan is available in the following languages:

Learning Support Action Plan 2019 - 2025 - English [PDF, 990KB]

Learning Support Action Plan 2019 - 2025 - Te Reo Māori [PDF, 925KB]

Learning Support Action Plan 2019 - 2025 - Cook Island Māori [PDF, 1.5MB]

Learning Support Action Plan 2019 - 2025 - Niuean [PDF, 1.5MB]

Learning Support Action Plan 2019 - 2025 - Samoan [PDF, 1.5MB]

Learning Support Action Plan 2019 - 2025 - Tongan [PDF, 1.59MB]

Learning Support Action Plan 2019 - 2025 - Tokelauan [PDF, 1.55MB]

Learning Support Action Plan 2019 - 2025 - Korean [PDF, 1030KB]

Learning Support Action Plan 2019 - 2025 - Simplified Chinese [PDF, 799KB]

Learning Support Action Plan 2019 - 2025 - E Text [Word, 228KB]

Learning Support Coordinators

Information about the allocation of the first Learning Support Coordinators is available on the Learning Support Coordinators Page.

Information about the allocation of Learning Support Coordinator roles is available on education.govt.nz. That site also hosts papers that outline the decision making process around the development of the Learning Support Action Plan and Learning Support Coordinator allocations.

Action plan summary

A summary of the action plan and engagement feedback is available in audio:

Learning Support Action Plan 2019 - 2025 and Engagement Feedback Summary - Audio [MP3, 8.1MB]

New Zealand Sign Language

Learning Support Action Plan 2019 - 2025 and Engagement Feedback Summary in NZ Sign Language:

Ministers foreword

Summary part one

Summary part two

Summary of engagement feedback

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Learning Support Action Plan – Conversation space

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New Zealanders want an education system where all children and young people can take part in education and can learn and achieve, whatever their needs or differences.

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Gifted AND: A story about Twice-exceptionality

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Gifted AND: A story about Twice-exceptionality

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A personal experience of what it means to be gifted and... in schools. Colin Seale on Embracing Intensity

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Gifted AND: A Story about Twice-Exceptionality

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What is 2e Twice Exceptional? How to know if a student is 2e.

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What is 2e Twice Exceptional? How to know if a student is 2e.

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Seth Perler - great tips and tricks on supporting twice-multi exceptional learners

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SETH PERLER - Executive Function & 2e Coach

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What is 2e Twice Exceptional? How to know if a student is 2e?

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Experiences of teachers working with twice-exceptional learners. This video includes parent and student voice. Taking a strengths-based approach.

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TEDxGatewayArch - Jim Russell

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Twice Exceptional Learners (2e) | Jim Russell | TEDxGatewayArch

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The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students.

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The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students.

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Although published in 2004, this report is still relevant today.

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Course and resources

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Our courses offer what many other courses do not:

individual expert tutor guidance throughout

a strong focus on specifically developed practical strategies

resources including bi-cultural materials

easy online access.

AND OUR COURSES meet the International Standards set for such courses by the World Council for Gifted and Talented Children.
[1] Certificate of Effective Practice in Gifted Education
Has NZQA microcredentials at Level 6.
Is eligible for Teacher Study Awards.
Is the only gifted course in this country to win an international award. The only one to regularly attract overseas enrolments. Enrolling now for 2024.
For prospectus and enrolment form, .

[2] A Gifted Intensive
Our short course to introduce teachers to this fascinating subject. First delivered 2022. Runs across one term.
For prospectus and information on enrolment dates, .

And then there are the RESOURCES we share with you free of charge, as part of our commitment to gifted learners:

[1] Four key concepts for working in this field, including bi-cultural material specifically developed for Aotearoa New Zealand - significant ideas for every teacher, both basic philosophy and practical approaches. .

[2] On choosing PLD - Practical research-based and simply-written information, for yourself or for your school, not just in the gifted field but across the board. Not readily available elsewhere. .

[3] A parents' page - answering some of those key questions for parents. Click here.

[4] Resources - a diverse collection of articles and papers to prompt your thinking is under the Resources menu above! Click here for Books & Manuals.

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certification in effective practice in gifted education

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certificate in effective practice in gifted education

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REACH Education Consultancy +64 7 347 2135 -- working with educators of gifted children and gifted learners

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REACH Education Consultancy is an agency created specifically to support schools in working successfully with gifted learners. REACH offers you a range of professional development services including an email consultation service and a very accessible online course leading to the Certificate in Effective Practice in Gifted Education.

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Support for Gifted and Talented Students

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Support for Gifted and Talented Students

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This is a valuable source of information for schools as well as for parents and whānau.

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We have increased the range of opportunities for gifted learners to experience success and wellbeing.

The Gifted Education Package builds on gifted learners strengths and aspirations, and provides them with better support, in and out of the classroom.

The gifted learners education package includes:

Awards for school-aged learners (or groups of learners) who are gifted or have exceptional abilities to extend and challenge their learning and support their wellbeing. There are two rounds of awards each year, awarded in April and October. More information can be found at Awards - Gifted.tki.org.nz(external link) .

A programme of events and opportunities for gifted learners is available across the country. More information about what is available can be found at Events and opportunities - Gifted.tki.org.nz(external link) .

Additional guidance for teachers and kaiako to help them recognise and support gifted learners. To find out more visit Guide to identification and provision - Gifted.tki.org.nz(external link) .

Expansion of online modules which enable gifted learners to learn alongside like-minded peers. Contact admin@nzcge.co.nz to apply.

Support for the New Zealand Centre for Gifted Education to deliver and grow MindPlus (one day school) so gifted learners can access learning with like-minded peers. Applications, including subsidy options, are now open. Contact admin@nzcge.co.nz to apply.

Gifted learners - Tukuna kia rere(external link)
Gifted learners and notions of giftedness are diverse, both within and across cultures. Gifted children can be found in any family and in almost any classroom. Gifted children may need additional support support their wellbeing.

If you think your very young child might be gifted, you can read about how you can support your child, and get in touch with organisations that can support you in the early learning section.
Gifted very young children
The primary school section provides information for gifted school aged children.
Support for gifted students
More detailed information can be found at Gifted Learners - Tukuna kia rere(external link)

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Support for gifted and talented students

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We have increased the range of opportunities for gifted learners to experience success and wellbeing. The Gifted Education Package builds on gifted learners strengths and aspirations, and provides them with better support, in and out of the classroom.